Brain-friendly strategies to help all students become lifelong readers Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:  • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles  • Strategies to promote voluntary reading, even for the most reluctant students  • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos  • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. “Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.” Terry Bernstein, Former Senior Literacy Difficulties Specialist London Boroughs of Camden and Westminster, UK “This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.” Marty Duncan, Ed.D., Author and Former Educator

Diagnosis and Documentation

Diagnosis and Documentation

A pig doesn’t get any heavier by weighing it. A house doesn’t get any warmer by adding thermostats. A standardized text by itself does nothing to improve the quality of education our children receive.

To be of value, assessment should inform instruction. That is, it should give you a sense of what to teach and how to teach. This is not the case with many standardized tests. They’re often not very useful in planning for the instruction of individual students (Allington, 1994; Rasinski, Padak, & Fawecett, 2010). That is, they do little to inform teaching, especially for struggling readers and writers. This chapter focuses on one form of assessment that can inform reading instruction: the Diagnostic Reading Inventory.

Diagnosing the Problem

Here’s ...

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