Floundering to Fluent: Reaching and Teaching Struggling Readers provides graduate students, practitioners, parents, and faculty with a clear understanding of the current status of reading research for students with disabilities. Experts in the field discuss a range of topics from prevention and remediation, to motivation, cognitive science, and pedagogical strategies that will maximally impact reading achievement. The authors present evidence for effective strategies, provide example lessons, sample activities, and dialogue for teachers to use with students. The book could be used as a supplementary or adopted text undergraduate teacher education programs, a book for education book clubs, homeschool, or as a guide for self-study in a professional development setting. -- Kristi L. Santi, PhD, associate professor, special populations, College of Education, University of Houston
This well organized and written book examines a variety of factors that impact struggling readers, while also providing a variety of examples and strategies to improve reading instruction. Research in evidence-based practices such as Collaborative Strategic Reading (CSR) and Peer Assisted Learning Strategies (PALS) is presented in a manner that is easily understandable and can immediately be implemented in classroom and home settings. With contributions from many top names in the field, this volume is appropriate for multiple audiences, including teachers, practitioners, parents, and teacher preparation programs. -- Kristie Asaro-Saddler, PhD, director, Division of Special Education, Department of Educational and Counseling Psychology, University at Albany, State University of New York
From Floundering to Fluent: Reaching and Teaching Struggling Readers presents the research base for teaching reading in a refreshingly practical way. The chapters demystify the science, providing educators and parents with clear, evidence-based explanations about why some students struggle to read. Teachers will find this volume to be an indispensable compendium of strategies to address the needs of struggling readers and all learners. -- Judi Randi, EdD, professor of education, department of education, University of New Haven
