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

Rollanda E. O'Connor

212 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 new edition will be published July 2014. If you need this title before then, please see the previous edition.
When this book is close to publication, the reproducible materials will be available in PDF format for downloading and printing.
“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
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