Exam Preparation

Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.

This book provides a research-based framework and
practical strategies for vocabulary development with children from the
earliest grades through high school.

Based on the latest guidelines from the National Reading Panel, this practical guide to teaching reading uses the direct instruction reading approach,
a proven program that's especially powerful with the most vulnerable of
learners—those at risk because of poverty, disability, and/or a limited
command of English.

This popular book investigates the teaching, instruction and curricula required to meet the needs of diverse learners who, by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs.

Getting Into Words supplies classroom exercises and a theoretical context for using vocabulary acquisition strategies.

The purpose of this book is to help educators
increase their proficiency in analyzing and teaching writing to
students with learning disabilities.

Shaywitz demystifies the
roots of dyslexia and offers parents and educators hope that children
with reading problems can be helped.

This book explores how to prevent reading difficulties in the context of social, historical, cultural, and biological factors. Contrasting the impaired progress of children with reading difficulties with so-called normal progress, this book examines the factors that put children at risk of poor reading.

Centered around the standards set by the National Reading Panel, Teaching Struggling and At-Risk Readers: A Direct Instruction Approach is designed to provide specific information to assist educators in being effective teachers of reading with all their students.

This is a guide to teaching good reading and spelling skills. Offers a wide range of creative strategies for helping students learn and a refresher course on language skills.