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Teaching Word Recognition
Second Edition
Effective Strategies for Students with Learning Difficulties

Rollanda E. O'Connor

206 Pages
Size: 7" x 10"
Paperback
July 2014
ISBN 978-1-4625-1619-3
Cat. #1619
Price: $30.00 $25.50
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Hardcover
July 2014
ISBN 978-1-4625-1631-5
Cat. #1631
Price: $75.00 $63.75
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e-Book
July 2014
ISBN 978-1-4625-1633-9
EPUB format
Price: $30.00 $25.50
coming soon!

The reproducible materials can be downloaded and printed in PDF format.
“An exceptionally well-written book aimed at elementary practitioners....Highly recommended. Upper-division undergraduates and practitioners.”

Choice (on the first edition)


“A valuable resource for any teacher whose responsibilities include reading instruction. Focusing on teaching students with reading difficulties, the book weaves many practical teaching ideas and strategies into the knowledge base derived from research. A new chapter on teaching morphology is a welcome addition, particularly in the context of the Common Core State Standards, which emphasize close reading of increasingly complex texts. This book provides teachers with many ideas that can be readily implemented.”

—Diane Haager, PhD, Division of Special Education and Counseling, California State University, Los Angeles


“Yet again, O'Connor has shown why she is a leader in reading education. This second edition demonstrates O'Connor's special strength in conveying practical procedures that are true to the evidence about effective reading instruction. Chapter after chapter, the book explains the importance of teaching a component decoding skill (for example, blending, decoding multisyllabic words), translates the research about it, and provides sequenced illustrations of targeted lessons. What more could a teacher want? Because it is so conceptually well integrated and grounded in applied research, this book can serve as a guide for students, classroom teachers, and curriculum developers.”

—John Wills Lloyd, PhD, Curry School of Education, University of Virginia


  “Essential reading for teachers and teacher educators. The tone is reader-friendly, but the content is substantial. This book addresses all aspects of learning to read words, with discussions of oral language, phonemic awareness, decoding, fluency, struggling secondary students, and English language learners. Each chapter provides extensive research and evidence-based strategies and activities with examples. O’Connor has managed to demystify the process of teaching word recognition to students with reading difficulties.”

—Yvonne N. Bui, PhD, Department of Special Education, San Francisco State University
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