Supporting Struggling Readers and Writers

  • Title:Supporting Struggling Readers and Writers: Strategies for Classroom intervention, 3-6
  • Author:Dorothy S Strickland, Kathy Ganske, Joanne K Monroe
  • Publication Date:January 2001
  • Grade Level:4-8
  • ISBN:9781571100559
  • Publisher:Stenhouse

For most students, the intermediate years provide the last opportunity to prevent continued failure in reading and writing. These years are a critical bridge to the middle grades where the tendency is to be less personalized and focused on individual needs. Supporting Struggling Readers and Writers provides teachers, administrators, and staff developers with the best research-based practice on the literacy learning and teaching of low-achieving intermediate students.

Drawing on a combined forty years of classroom teaching experience, the authors explore the factors that contribute to success and failure in literacy and provide systematic and ongoing approaches for helping students who are most at risk. You will find:

  • effective teaching practices for all the key aspects of literacy instruction that can be realistically implemented in the context of the classroom teacher's many demands;
  • recommendations for motivating low-achieving students;
  • suggestions for working with English Language Learners;
  • strategies for small-group instruction, word study, reading comprehension, and writing;
  • clear descriptions and numerous vignettes that illustrate teaching practices in action;
  • an emphasis on differentiated instruction, and ideas for integrating interventions for struggling students with regular classroom instruction;
  • ways of helping students perform better on standardized tests.

The extensive Strategy Bank provides over twenty step-by-step practices, each with three sections: What It Does, How to Do It, and What to Look For. The Resources section provides extensive lists of children's books and sources of books, organized by purpose.

Supporting Struggling Readers and Writers will help you improve the reading and writing development of the most perplexing and needy children in your classroom.


Author Bio

Dorothy Strickland is quoted as saying "As far back as I can remember, I have always loved to read. But I must confess that it was a librarian, not a teacher or even my parents, who was most influential in encouraging my love of books. Her name was Mrs. Luex and she worked in the storefront library branch located in our section of town. Mrs. Luex looked very much like the stereotypical librarian you might find in a movie or comic strip. I remember her being round all over—round face and round body with mixed-gray hair curled in a round bun at the back of her head."

Joanne Monroe spent her career in education: in addition to classroom experience in both primary and high school classrooms, she worked as a language arts and social studies supervisor and an instructional specialist for the New Jersey Department of Education. She is a past president of the New Jersey Reading Association, and was most recently the Assistant Superintendent for Curriculum in the Manalapan-Englishtown Regional School District (New Jersey). Joanne is now enjoying her retirement.

Kathy Ganske became a teacher because she wanted to make a difference in the lives of children. "I later discovered an added plus," she says. "Teachers were great people to work with, be around, and get to know." She earned her master's degree and doctorate from the University of Virginia and taught in classrooms in the Midwest, Rocky Mountain West and East. She is currently a professor at Rowan University in New Jersey and teaches graduate and undergraduate courses. She also consults on a variety of literacy-related topics. She loves teaching because "there's never a dull moment. You get to be creative and reflective, and you can make a difference in the lives of children." In professional development settings, she likes to keep the pace moving, keep participants thinking, and actively involve them in learning.

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