Instructors Manual with Test Bank

Instructor’s Manual with Test Bank for Instructing Students Who Have Literacy Problems Seventh Edition Sandra McCormick Jerry Zutell 1 / 4

1 Chapter-by-Chapter Key Terms, Learning Objectives, Teaching Suggestions, and Test Questions

Chapter 1: Basic Concepts and Definitions in Reading

Key Terms:

Common Core State Standards Text Complexity Grade Bands Instructional Supports and Accommodations Response To Intervention (RTI) Tier System Remedial Reading Programs Clinical Reading Programs Reading Teacher Reading Specialist Literacy Coach Reading Disability Learning Disability Delayed Reader Disabled Reader Discrepancy Model Treatment-Resistance Model Struggling/Striving Reader Dyslexia/Dyslexic Cognition Top-Down Models Bottom-Up Models Syntactical knowledge Orthographic Knowledge Semantic Knowledge Lexical Knowledge Interactive-Compensatory Model Zone of Proximal Development (ZPD) Scaffolding

Learning Objectives:

Students will:

1.Become familiar with recent educational initiatives and their impact on the organization and nature reading instruction for students with literacy problems, 2.Understand the roles and responsibilities of various reading professionals, 3.Distinguish among classifications of students with learning and literacy problems, 4.Have a general knowledge of the trends and issues in remedial and clinical reading instruction 5.Understand the major models of the reading process and the implications of the models for instruction.

Teaching Suggestions:

1.Use the Chapter Outline in Slides 1-2 to 1-4, the list of Learning Objectives in Slide 1-5, expected Learning Outcomes in Slides 1-6 and 1-7 and the List of Key Terms in Slide 1-8 to introduce the chapter. First, review the topics and their relevance to the chapter. Second, point out that the learning objectives and outcomes provide specific guidelines for what students are expected to understand and express based on their study of the chapter. Third, 2 / 4

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introduce the list of key terms by having students read through the terms to become familiar with them. Remind them that these are terms that label important concepts and that they should be alert to the definitions and discussions of them as they occur in the chapter.During this process highlight topics, terms, and concepts that you think are particularly important for your students to master. These activities provide a mental set for students before they read the chapter.

In addition, have students make predictions (i.e., guesses) about the meanings/definitions of several of the key terms. For these terms, do not indicate a correct definition; instead point out that definitions are provided in the upcoming chapter. Direct students to make comparisons, when later reading the chapter, with guesses they offered. Because research has shown that predicting content before reading enhances interest and comprehension, suggest that students use this same instructional strategy with their own pupils. (After students have read the chapter, compare definitions from the text with predicted definitions.)

In particular, for Chapter 1, ask students to discuss their understandings of the three italicized terms found on Slide 1-9. .

• Before students read Chapter 1, introduce the “Learning from Text” aids inserted throughout

all chapters. To do so, discuss Slide 1-10. Tell students the inserts take into account research on facilitating learning from informational text. In Chapter 12 students will find strategies to increase their own pupils’ comprehension of informational material. The “Learning from Text” inserts employ the same suggestions -- furnishing opportunity for pre-service and in- service teachers to gain firsthand familiarity with the techniques. Encourage students to use these aids (a) to learn and remember more easily from the present text, and (b) to practice highly effective techniques they can, in turn, employ with their own pupils. Furthermore, if the instructor uses the test questions supplied with this manual, students will find that many (although not all) questions are based on information highlighted by the “Learning from Text” inserts.

• Before students read Chapter 1, note the “Learning from Text” insert immediately preceding

Table 1-4 -- a table which summarizes the history of remedial reading. To set a purpose for reading the table, that insert directs students to “ask the instructor what it is he or she thinks is important to know”. Provide this guidance to your students. After students have read Chapter 1, follow with discussion directly related to the purpose you have given.

• To underscore the many things you have done to aid learning before students read Chapter 1,

ask the group to orally specify these. Tell them that comprehension instruction should occur before, as well as during and after students read.

• Slides 1-11 through 1-14 and 1-18 and 1-19 provide outlines for key topics, including the

Common Core State Standards and Response to Intervention (RTI). Use these slides to guide discussion of these topics. For example, after a discussion of the basic concepts behind Response to Intervention (RTI), use Slide 1-12 to lead a discussion of the Tier system and its impact on both classroom and other reading instruction.

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• After they have read, to discuss issues related to inclusion, use Slide 1-15 to make handouts.

Structure a discussion around the handout. Have students write agreed-upon responses on the handout to use at a later time for review.

• After students have read the chapter, use Slide 1- 16 as a handout to elicit items to compare

the concepts of “reading disabilities/delays” and “learning disabilities”. Students can respond individually, compare their responses with a partner, and then their answers with statements on Slide 1- 17.

• The text section titled “Models of the Reading Process” often is difficult for students because

they lack familiarity with underlying concepts. To aid understanding, use the recommendations in the “Reflections” section found at the end of this chapter. Slides 1-20 and 1-21 can be used to guide discussion of this topic

• Use Slides 1-22 and 1-23, to consider important tenets of Vygotsky’s learning theory: (a) the

zone of proximal development and (b) scaffolded instruction. Following discussion, select a specific goal typical for delayed readers (e.g., use of phonograms to identify unknown words, or, increased inferential comprehension). Select a goal likely to be familiar to the preservice or in-service teachers enrolled in your course. Help students think of ways in which principles suggested by Vygotsky could/should be applied to that goal when working with students who have literacy problems.

• After students have completed the chapter, choose one of the “Learning from Text” aids for

discussion. Ask students how these aids helped them understand and apply information.

• Invite a reading specialist who has worked as a literacy coach to be a guest speaker in your

class, asking this educator to discuss important aspects of the literacy coach’s role.

Assessment:

Multiple-Choice Questions For each of the following multiple-choice questions, select the best answer.

• Which statement is not a goal of the Common Core State Standards?
• To specify a set of grade-by-grade expectations for literacy and mathematics.

B.To encourage states to create standards to meet the unique needs for their students.

• To inform teachers and administrators about the importance of the ability to read complex

texts.D.To promote high expectations for all students.

• After reading the section on the history of remedial and clinical reading instruction, one could

conclude that

• the proposed cause of reading disability that has been favored most often during the history

of this field is that of emotional disturbance.

• use of informal reading assessment is a recent development.
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