Pre- and in-service teachers turn to this book for a comprehensive, well-grounded look at theory and research, balanced with a practical approach to reading assessment, diagnosis, and remediation that includes 46 sample lessons covering virtually every major skill or strategy. The lessons are described in an easy-to-follow, step-by-step manner, and the emphasis is on strategies that teachers can use independently for developing skills in word recognition, vocabulary, comprehension, reading in the content areas, writing, spelling, and studying. This new Fifth Edition of Assessing and Correcting Reading and Writing Difficulties includes coverage of the critical areas of Response to Intervention and the impact of the Common Core State Standards.

Thomas G. Gunning, a former elementary school reading consultant, junior high English teacher, and secondary school reading specialist, is Professor Emeritus, Southern Connecticut State University, where he was department chair and reading clinic director. Gunning is currently an Adjunct Professor, Reading/ Language Arts Department, Central Connecticut State University. He has conducted research on group reading inventories, vocabulary assessment, reading disabilities, intervention programs, readability, response to intervention, decoding processes and strategies, and literacy skills needed to cope with high-stakes tests. Gunning’s other books with Pearson include Creating Literacy Instruction for All Students, 8/e Creating Literacy Instruction for All Students In Grades Pre-k to 4, 2/e; Creating Literacy  Instruction for All Students In Grades 4-8, 3/e; Building Literacy in Secondary Content Area Classrooms; Developing Higher-Level Literacy in All Students: Building Reading, Reasoning, and Responding; Closing the Literacy Gap; Phonological Awareness and Primary Phonics; and Building Words: A Resource Manual for Teaching word Analysis and Spelling Strategies.

1. Introduction to Literacy Difficulties
2. Factors Involved in Reading and Writing Difficulties
3. Overview of Assessment
4. Placing Students and Monitoring Progress
5. Assessment of Reading and Writing Processes
6. Assessment of Cognitive, School, and Home Factors
7. Emergent Literacy and Prevention Programs
8. Teaching Phonics, High-Frequency Words, and Fluency
9. Syllabic, Morphemic, and Contextual Analysis and Dictionary Strategies
10. Building Vocabulary
11. Building Comprehension
12. Reading to Learn and Remember in the Content Areas
13. Building Writing Strategies
14. Tier II and III Programs
15. Organization of Intervention and Corrective Programs
16. Appendix A: Informal Assessment Measures