10 Essential Instructional Elements for Students With Reading Difficulties

A Brain-Friendly Approach
Andrew P. Johnson - Minnesota State University, Mankato, USA
10 Essential Instructional Elements for Students With Reading Difficulties
October 2015 | 256 pages | Corwin
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ISBN: 9781506300566
Available from January 0001
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ISBN: 9781483373775
Available from January 0001

Description

Brain-friendly strategies to help all students become lifelong readers

Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print.

Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:

  • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles
  • Strategies to promote voluntary reading, even for the most reluctant students
  • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos
  • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. 
“Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.”
Terry Bernstein, Former Senior Literacy Difficulties Specialist
London Boroughs of Camden and Westminster, UK

“This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.”
Marty Duncan, Ed.D., Author and Former Educator

Contents

Introduction

  • Context
  • Code First or Meaning First
  • Tools in Your Teaching Toolbox
  • Audience

Section I. Understanding the Reading Process

  • Chapter 1. Creating Meaning With Print: The Neurocognitive Model
  • Understanding Reading
  • Reading: A Neurological Perspective
  • The Neurocognitive Process
  • Last Word
  • Chapter 2. Eye Movement and Neural Pathways
  • Eye Movement During Reading
  • Understanding Our Learning Organ
  • Last Word
  • Chapter 3. Understanding Reading From a Cognitive Perspective
  • The Difference Between Brain and Mind
  • The Information Processing Model
  • The Two-Way Flow of Information
  • Last Word

Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction

  • Chapter 4. Diagnosis and Documentation
  • Diagnosing the Problem
  • Graded Word Lists
  • Graded Reading Passages
  • Assessing Comprehension
  • Putting It Together
  • Last Word
  • Chapter 5. Reading Lessons
  • SRE Lesson
  • Guided Reading Lesson
  • Shared Reading Lesson
  • Last Word

Section III. 10 Instructional Elements

  • Chapter 6. 10 Elements of Reading Instruction
  • No Magical Programs
  • Comprehensive Reading Instruction
  • Teaching Reading With the Brain in Mind
  • Last Word
  • Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness
  • Approaches to Early Literacy Instruction
  • Creating the Conditions for Early Literacy Learning
  • Concepts of Print
  • Phonemic-Phonics Hybrid Activities
  • Last Word
  • Chapter 8. Emotions and Motivation
  • Emotions
  • The Value-Expectancy Theory of Motivation
  • Some Basic Strategies
  • Last Word
  • Chapter 9. Literature and Instructional Approaches
  • Strategies for Promoting Voluntary Reading
  • Instructional Approaches
  • Last Word
  • Chapter 10. Phonics
  • Fawnix
  • 14 Strategies
  • Last Word
  • Appendix: Phonics Checklist
  • Chapter 11. Strategies for Developing Word Identification Skills
  • Terms and Concepts Related to Word Identification
  • Context Clues: The Semantic Cueing System
  • Word Order and Grammar: The Syntactic-Cueing System
  • Word Parts
  • Morphemic Analysis
  • Sight Words
  • Last Word
  • Chapter 12. Fluency
  • Reading Fluency
  • Neural Pathways and Networks
  • Strategies for Enhancing Reading Fluency
  • Avoid Round-Robin Reading
  • Last Word
  • Chapter 13. Comprehension of Narrative Text
  • Comprehension Basics
  • Teaching Tips
  • Activities Organized by Cognitive Process
  • Last Word
  • Chapter 14. Comprehension of Expository Text
  • Expository Text
  • Teacher Pre-Reading Strategies
  • Study-Skill Strategies
  • Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension
  • Last Word
  • Chapter 15. Vocabulary
  • Attending to Vocabulary
  • General Principles for Developing Students’ Vocabulary
  • Strategies for Developing Students’ Vocabulary
  • Visual Displays and Graphic Organizers
  • Last Word About Words
  • Chapter 16. Writing
  • The Why and How of Writing
  • Specific Strategies
  • Last Word
  • Epilogue

Description

Brain-friendly strategies to help all students become lifelong readers

Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print.

Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:

  • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles
  • Strategies to promote voluntary reading, even for the most reluctant students
  • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos
  • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. 
“Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.”
Terry Bernstein, Former Senior Literacy Difficulties Specialist
London Boroughs of Camden and Westminster, UK

“This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.”
Marty Duncan, Ed.D., Author and Former Educator

Contents

Introduction

  • Context
  • Code First or Meaning First
  • Tools in Your Teaching Toolbox
  • Audience

Section I. Understanding the Reading Process

  • Chapter 1. Creating Meaning With Print: The Neurocognitive Model
  • Understanding Reading
  • Reading: A Neurological Perspective
  • The Neurocognitive Process
  • Last Word
  • Chapter 2. Eye Movement and Neural Pathways
  • Eye Movement During Reading
  • Understanding Our Learning Organ
  • Last Word
  • Chapter 3. Understanding Reading From a Cognitive Perspective
  • The Difference Between Brain and Mind
  • The Information Processing Model
  • The Two-Way Flow of Information
  • Last Word

Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction

  • Chapter 4. Diagnosis and Documentation
  • Diagnosing the Problem
  • Graded Word Lists
  • Graded Reading Passages
  • Assessing Comprehension
  • Putting It Together
  • Last Word
  • Chapter 5. Reading Lessons
  • SRE Lesson
  • Guided Reading Lesson
  • Shared Reading Lesson
  • Last Word

Section III. 10 Instructional Elements

  • Chapter 6. 10 Elements of Reading Instruction
  • No Magical Programs
  • Comprehensive Reading Instruction
  • Teaching Reading With the Brain in Mind
  • Last Word
  • Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness
  • Approaches to Early Literacy Instruction
  • Creating the Conditions for Early Literacy Learning
  • Concepts of Print
  • Phonemic-Phonics Hybrid Activities
  • Last Word
  • Chapter 8. Emotions and Motivation
  • Emotions
  • The Value-Expectancy Theory of Motivation
  • Some Basic Strategies
  • Last Word
  • Chapter 9. Literature and Instructional Approaches
  • Strategies for Promoting Voluntary Reading
  • Instructional Approaches
  • Last Word
  • Chapter 10. Phonics
  • Fawnix
  • 14 Strategies
  • Last Word
  • Appendix: Phonics Checklist
  • Chapter 11. Strategies for Developing Word Identification Skills
  • Terms and Concepts Related to Word Identification
  • Context Clues: The Semantic Cueing System
  • Word Order and Grammar: The Syntactic-Cueing System
  • Word Parts
  • Morphemic Analysis
  • Sight Words
  • Last Word
  • Chapter 12. Fluency
  • Reading Fluency
  • Neural Pathways and Networks
  • Strategies for Enhancing Reading Fluency
  • Avoid Round-Robin Reading
  • Last Word
  • Chapter 13. Comprehension of Narrative Text
  • Comprehension Basics
  • Teaching Tips
  • Activities Organized by Cognitive Process
  • Last Word
  • Chapter 14. Comprehension of Expository Text
  • Expository Text
  • Teacher Pre-Reading Strategies
  • Study-Skill Strategies
  • Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension
  • Last Word
  • Chapter 15. Vocabulary
  • Attending to Vocabulary
  • General Principles for Developing Students’ Vocabulary
  • Strategies for Developing Students’ Vocabulary
  • Visual Displays and Graphic Organizers
  • Last Word About Words
  • Chapter 16. Writing
  • The Why and How of Writing
  • Specific Strategies
  • Last Word
  • Epilogue
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10 Essential Instructional Elements for Students With Reading Difficulties

A Brain-Friendly Approach

Andrew P. Johnson
Cancel Print

October 2015 | 256 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781483373775 $40.95
Lifetime 01/01/2025 9781506300566 $37.00

Brain-friendly strategies to help all students become lifelong readers

Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print.

Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:

  • Information on the often-overlooked importance of emotions in the process of overcoming reading struggles
  • Strategies to promote voluntary reading, even for the most reluctant students
  • Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos
  • Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. 
“Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner.”
Terry Bernstein, Former Senior Literacy Difficulties Specialist
London Boroughs of Camden and Westminster, UK

“This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.”
Marty Duncan, Ed.D., Author and Former Educator


Table Of Contents:

  • Introduction
  • Context
  • Code First or Meaning First
  • Tools in Your Teaching Toolbox
  • Audience
  • Section I. Understanding the Reading Process
  • Chapter 1. Creating Meaning With Print: The Neurocognitive Model
  • Understanding Reading
  • Reading: A Neurological Perspective
  • The Neurocognitive Process
  • Last Word
  • Chapter 2. Eye Movement and Neural Pathways
  • Eye Movement During Reading
  • Understanding Our Learning Organ
  • Last Word
  • Chapter 3. Understanding Reading From a Cognitive Perspective
  • The Difference Between Brain and Mind
  • The Information Processing Model
  • The Two-Way Flow of Information
  • Last Word
  • Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction
  • Chapter 4. Diagnosis and Documentation
  • Diagnosing the Problem
  • Graded Word Lists
  • Graded Reading Passages
  • Assessing Comprehension
  • Putting It Together
  • Last Word
  • Chapter 5. Reading Lessons
  • SRE Lesson
  • Guided Reading Lesson
  • Shared Reading Lesson
  • Last Word
  • Section III. 10 Instructional Elements
  • Chapter 6. 10 Elements of Reading Instruction
  • No Magical Programs
  • Comprehensive Reading Instruction
  • Teaching Reading With the Brain in Mind
  • Last Word
  • Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness
  • Approaches to Early Literacy Instruction
  • Creating the Conditions for Early Literacy Learning
  • Concepts of Print
  • Phonemic-Phonics Hybrid Activities
  • Last Word
  • Chapter 8. Emotions and Motivation
  • Emotions
  • The Value-Expectancy Theory of Motivation
  • Some Basic Strategies
  • Last Word
  • Chapter 9. Literature and Instructional Approaches
  • Strategies for Promoting Voluntary Reading
  • Instructional Approaches
  • Last Word
  • Chapter 10. Phonics
  • Fawnix
  • 14 Strategies
  • Last Word
  • Appendix: Phonics Checklist
  • Chapter 11. Strategies for Developing Word Identification Skills
  • Terms and Concepts Related to Word Identification
  • Context Clues: The Semantic Cueing System
  • Word Order and Grammar: The Syntactic-Cueing System
  • Word Parts
  • Morphemic Analysis
  • Sight Words
  • Last Word
  • Chapter 12. Fluency
  • Reading Fluency
  • Neural Pathways and Networks
  • Strategies for Enhancing Reading Fluency
  • Avoid Round-Robin Reading
  • Last Word
  • Chapter 13. Comprehension of Narrative Text
  • Comprehension Basics
  • Teaching Tips
  • Activities Organized by Cognitive Process
  • Last Word
  • Chapter 14. Comprehension of Expository Text
  • Expository Text
  • Teacher Pre-Reading Strategies
  • Study-Skill Strategies
  • Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension
  • Last Word
  • Chapter 15. Vocabulary
  • Attending to Vocabulary
  • General Principles for Developing Students’ Vocabulary
  • Strategies for Developing Students’ Vocabulary
  • Visual Displays and Graphic Organizers
  • Last Word About Words
  • Chapter 16. Writing
  • The Why and How of Writing
  • Specific Strategies
  • Last Word
  • Epilogue

Recent Product Reviews:

Andy Johnson has written a unique professional text, unique because this may be the first American book to discuss reading difficulties from a top-down perspective. What Johnson does, quite eloquently, is to argue the limitations of the bottom-up perspective for developing readers. On the other hand, Johnson presents the research supporting a top-down perspective, especially for developing readers who read with understanding. He doesn't argue against developing student decoding proficiencies as much as he argues for a far more contextualized approach in the development of this aspect of emergent literacy and for a much more important role for student self-selection of texts and for the engagement of students in wide reading. His arguments are clear and his writing is easy to read. His suggestions for instruction are research-based and cover early literacy development quite completely. Primary grade teachers, especially, will love this book, and rightfully so.
Dick Allington, Professor of Education, University of Tennessee
"As an educator with 30 years’ experience as a reading specialist and learning disabilities teacher, I recommend this book as a resource that pulls together divergent ideas about reading, and weaves them together in a way that makes sense."
Joan Whoolery, Reading Specialist, Fairfax County Public Schools, Alexandria, VA
"It has become fashionable in recent years to view the teaching of reading as being as simple as getting children to sound out words. This is understandable. When we look at a page we see words made of out of letters, so it's easy to think that that's all there is to it. And for legislators and publishers this is an attractive proposition. The fundamental job of teaching children to read becomes something simple, logical, easy to measure, and of course easy to explain to parents. However, a closer look at what really goes on when we read soon tells us that the story is deeper, more beautiful, and more complex. Those words refuse to play ball (try “give” and “hive”) and when we read we don't actually look at every letter in every word--far from it. Professor Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner."
Terry Bernstein, (London Borough of Barnet) and former Senior Literacy Difficulties Specialist, London Boroughs of Camden and Westminster. (UK)
"This book for teachers who want to help their struggling students learn to read and write includes classroom-tested reading and writing strategies and activities that students will enjoy and practice. Creating the conditions for student success is all spelled out in this book."
Paul Wickham, Contra Costa County Office of Education, retired teacher from the Los Angeles Unified School District
"This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text. He suggests reading teachers need to de-emphasize phonics and use activities that ask the student to also use semantic and syntactical cues. The text includes ten chapters of instructional elements with tons of activities to increase motivation, phonic awareness, and fluency."
Marty Duncan, Ed.D., educator, author, former teacher and superintendent

Recommendations