The Howard Street Tutoring Manual: Teaching At-Risk Readers in the Primary Grades

ISBN-13: 9781593851248 / Angielski / Miękka / 2005 / 243 str.

Darrell Morris

Opis

This indispensable manual provides a comprehensive guide to one-on-one instruction for struggling readers in grades 1 to 3. The book addresses the "hows," "whats," and "whys" of setting up a volunteer or professional tutoring program, supplies assessment guidelines and reproducible forms, and presents in-depth case studies that demonstrate the nuts and bolts of tutoring three children at different stages of early literacy over an entire school year. Case study chapters offer clear descriptions of lesson plans, instructional activities, and informal assessment procedures, illustrated with realistic examples of student work.

Recenzje

The Howard Street Tutoring Manual is the leading text focused on the training of reading tutors. The second edition provides enhanced case study examples and detailed, step-by-step directions regarding instructional techniques and materials for use with struggling readers. This book is a 'must read' for classroom teachers and paraprofessionals desiring to enrich their reading instruction, for volunteer tutors, and for anyone wishing to create, expand, or refine current school or community tutoring programs.--Jessica G. Bevans, Brigham Young University

This revised second edition is a 'must' for any educator working with struggling readers and any teacher educator developing reading methods or intervention courses. Morris’s strong theoretical background and decades of experience as a reading clinician allow him to expertly weave the 'how' and the 'why' of reading intervention into a text that is sure to be used as a professional resource time and time again. Moreover, many of the basic tutoring components can be transferred to small-group instruction.--Kathleen J. Brown, PhD, University of Utah Reading Clinic

If you’re a teacher looking for a tutoring manual to use with your struggling readers, a professor seeking a text for a course on tutoring, or a parent or literacy volunteer working one on one with a child, then this remains the first (and perhaps only) book you should read. Morris speaks directly to anyone who has an interest in helping struggling readers.--Sam Miller, PhD, Department of Curriculum and Instruction, School of Education, University of North Carolina-Greensboro

The Howard Street Tutoring Manual is a 'must read' for anyone implementing a tutoring program for struggling readers. In this second edition, Darrell Morris, a leading expert in the field of early reading, details the practices and procedures for a successful tutoring intervention. Through careful and thoughtful explanation, this how-to manual makes it possible to train motivated people with varying skills to help young children achieve the difficult task of learning to read.--Barbara A. Wasik, PhD, Center for Social Organization of Schools, Johns Hopkins University

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I found this book to be a comprehensive refresher in the structure and function of tutoring sessions....Will be quite useful for tutors, and can be a handy reference for trainers in tutoring programs. There is a great deal of useful material....The Manual assimilates a tremendous amount of information in one volume, and for a volunteer tutor who may not be trained in education, it will be a useful reference....The book is a well-researched, incredibly useful resource for working with at-risk readers, complete with materials, books to use, and guidance in assessing a student's progress.

--Education Review, 1/8/2005

Spis treści

1. The Tutoring Model
2. The Initial Reading Assessment
3. Atticus, the Emergent Reader
4. Beth, the Fledgling Reader
5. Curt, the Late-First- to Second-Grade-Level Reader

O autorze

Darrell Morris, EdD, is a professor of education and the director of the Reading Clinic at Appalachian State University in Boone, North Carolina. He received his doctorate from the University of Virginia in 1980, after which he began his college teaching career at National-Louis University in Evanston, Illinois. Since moving to Appalachian State in 1989, he has directed the master's program in reading, researched the beginning reading and spelling processes, and helped school districts throughout the country set up early reading-intervention programs.