Reading Problems: Assessment and Teaching Strategies

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Pearson/Allyn and Bacon, 2006 - Education - 483 pages
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The Fifth Edition of "Reading Problems: Assessment and Teaching Strategies" combines new and time-tested approaches to working with struggling readers of all ages, and includes practical instructional strategies, assessment tools, and discussion of the research.

Unlike other books for this market, "Reading Problems" is extremely practical, presenting many informal assessment tools and strategies. Yet it also presents research on intervention programs and multicultural strategies, and extensive descriptions of tests. The needs of adolescents and adults are also emphasized.

Why do so many professors use "Reading Problems: Assessment and Teaching Strategies"?

"I can identify three primary strengths of this text. First, the text outlines a prodigious amount of information related to the field of reading within its chapters. The book resists the temptation to consider reading instruction with tunnel vision. Instead, it does its best to place the specifics of reading instruction within a broad classroom context. Second, I think the details concerning intervention programs, publishing houses, and formal assessments make this book a great reference. Students can use this book as a springboard to further exploration. Finally, I think the book blends theory, research and practice in a way that students new to the field can understand."
--"Anthony Shafer, Cardinal Stritch University"

"The strength [of this text is] the fact that it embodies actual experiences and cases the authors have worked with at their clinic. Another major strength of the text is the strategy snapshots that serve to contextualize the reading information."
--"Terrence Stange, Midwestern State University"

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Factors Associated with Reading Problems
Components of the Reading Process

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About the author (2006)

JoAnne Schudt Caldwell, PhD, is a Professor at Cardinal Stritch University in Milwaukee, Wisconsin. She is presently the Associate Dean of the College of Education and Leadership. Dr. Caldwell is coauthor, with Lauren Leslie, of "The Qualitative Reading Inventory 4," an informal reading inventory, and "Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?" She is also an author of "Reading Problems: Assessment and Teaching Strategies," with Joyce Holt Jennings and Janet W. Lerner.

Janet W. Lerner is professor emeritus at Northeastern Illinois University, where she served as professor and chairperson of the Department of Special Education. She received the J. E. Wallace Wallin Special Education Lifetime Achievement Award from the Council of Exceptional Children, and was awarded the Romaine P. Mackie Award from the Pioneers Division of CEC. Dr. Lerner served as a general education teacher, a special education teacher, and a reading specialist at the elementary, middle school, and high school levels. She has taught at several colleges and universities in the fields of learning disabilities, reading instruction, and special education. She served as co-editor of Learning Disabilities: An Interdisciplinary Journal, a publication of the Learning Disabilities Association of America. Dr. Lerner has authored and co-authored numerous journal articles and books, including LEARNING DISABILITIES AND RELATED DISABILITIES: STRATEGIES FOR SUCCESS (2014, Cengage Learning) and READING PROBLEMS: DIAGNOSIS AND TEACHING STRATEGIES (2010). Dr. Lerner is currently an adjunct professor in the PACE program at National Louis University.

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