Discusses the characteristics of learners with diverse curricular needs and presents principles for ensuring that the needs of these students are met.

KEY BENEFIT: This is an excellent guide for dealing with specific reading problems . . . with its wealth of carefully sequenced, highly- prescriptive procedures for teaching decoding, comprehension, content, and study skills. Rather than merely "list" ways to teach word recognition skills, the DISTAR (Direct Instructional Reading) method recommended in this book discusses when a skill should be taught, what items to teach, how to correct errors, and the relationship among various reading skills. Direct Instruction Reading Third Edition emphasizes passage reading as seen in discussions of decoding and comprehension of narrative and expository materials. The book provides in-depth coverage spanning the entire reading spectrum that aids in teaching children from pre-reading through intermediate skill levels. It presents separate coverage of non-fiction and fiction reading and identifies the similarities and difference between them. It provides specific teaching formats that specify what the teacher should say and do as well as the expected responses from children. A useful reference book for any educator or administrator who needs to understand the latest approaches for teaching reading skills as well as the relationships among those various skills.

Product Description: Book by Kameenui, Edward J., Simmons, Deborah C.

The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.