{"product_id":"designing-a-successful-tutoring-session-for-struggling-readers-9781792421372","title":"Designing a Successful Tutoring Session for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDesigning a Successful Tutoring Session for Struggling Readers\u003c\/i\u003e addresses how to design and deliver a successful one-on-one tutoring session tailored to the needs of struggling readers. Essential topics with implications for preparation of literacy tutoring sessions are addressed—response to intervention (RTI), components and organization of a tutoring session, word recognition and fluency strategies, comprehension strategies, writing strategies, content area with STEAM, use of technology, English Language Learners, and parent involvement. Current trends discussed include close reading, close writing, multimodal literacies, digital literacies, text complexity, and Common Core State Standards (CCSS) guidelines.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eChapter 1: Discussion of Learning Theories and Response to Intervention (RTI) \u003c\/li\u003e\n\u003cli\u003eHistory of National Education Laws\u003c\/li\u003e\n\u003cli\u003eBook Focus and Organization\u003c\/li\u003e\n\u003cli\u003eRole of Literacy Coaches\u003c\/li\u003e\n\u003cli\u003eReading Process and Major ?eories of Reading Development\u003c\/li\u003e\n\u003cli\u003eViews of Reading Instruction\u003c\/li\u003e\n\u003cli\u003eThe Concept of Response to Literacy (RTI)\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 2: Components of the Strategic Literacy Tutoring Session \u003c\/li\u003e\n\u003cli\u003eSchedule, Location, and Literate Environment\u003c\/li\u003e\n\u003cli\u003eMotivation\u003c\/li\u003e\n\u003cli\u003eWho Are the Instructors for the Tutoring Sessions?\u003c\/li\u003e\n\u003cli\u003eComponents of a Strategic Literacy Tutoring Session\u003c\/li\u003e\n\u003cli\u003ePlanning Instruction\u003c\/li\u003e\n\u003cli\u003eStudent Literature Essentials in the Tutoring Session\u003c\/li\u003e\n\u003cli\u003eFiction and Nonfiction (Content-Area Texts and Information Texts)\u003c\/li\u003e\n\u003cli\u003ePoetry\u003c\/li\u003e\n\u003cli\u003eAnthologies of Poems for Students\u003c\/li\u003e\n\u003cli\u003eBiographies\u003c\/li\u003e\n\u003cli\u003eSeries Books\u003c\/li\u003e\n\u003cli\u003eMulticultural Books\u003c\/li\u003e\n\u003cli\u003eGraphic Novels\u003c\/li\u003e\n\u003cli\u003eBooks for Drama\u003c\/li\u003e\n\u003cli\u003eSocial-Emotional Learning Books\u003c\/li\u003e\n\u003cli\u003eFunctional Reading Lessons\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 3: Word Recognition and Fluency Strategies \u003c\/li\u003e\n\u003cli\u003eFocuses on Word Recognition\u003c\/li\u003e\n\u003cli\u003eFocus on Fluency\u003c\/li\u003e\n\u003cli\u003eFluency Strategies\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 4: Comprehension Strategies \u003c\/li\u003e\n\u003cli\u003eCurrent Trends in Reading Comprehension\u003c\/li\u003e\n\u003cli\u003eBest Practices for Comprehension Instruction\u003c\/li\u003e\n\u003cli\u003eResearch-based Comprehension Strategies\u003c\/li\u003e\n\u003cli\u003eQAR\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 5: Written Composition \u003c\/li\u003e\n\u003cli\u003eConcept of the Writing Process\u003c\/li\u003e\n\u003cli\u003eComparing Types of Writing\u003c\/li\u003e\n\u003cli\u003eThe Reading\/Writing Connection\u003c\/li\u003e\n\u003cli\u003eThe Writing Workshop\u003c\/li\u003e\n\u003cli\u003eWriting Strategies\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 6: Enriching Reading and Writing in the Content Areas \u003c\/li\u003e\n\u003cli\u003eTeachers Becoming Content-Area Literacy Providers\u003c\/li\u003e\n\u003cli\u003eLearning in Science, Social Studies, Math, and Art\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 7: Use of Technology \u003c\/li\u003e\n\u003cli\u003eTools for New Literacies\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 8: Meeting the Needs of English Learners and Other Learners with Special Needs in Reading\u003c\/li\u003e\n\u003cli\u003eFederal Policies\u003c\/li\u003e\n\u003cli\u003eTeaching Reading to ELs\u003c\/li\u003e\n\u003cli\u003eTeaching Writing to ELs\u003c\/li\u003e\n\u003cli\u003eTeaching Content Area to ELs\u003c\/li\u003e\n\u003cli\u003eAssistive Technology for ELs\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eChapter 9: Importance of Parent Involvement\u003c\/li\u003e\n\u003cli\u003eRole of Reading Specialists and Tutors\u003c\/li\u003e\n\u003cli\u003eIdeas for Increasing Parent Involvement\u003c\/li\u003e\n\u003cli\u003eParent Reading and Writing Support\u003c\/li\u003e\n\u003cli\u003eMedia Literacy Links between Home and School\u003c\/li\u003e\n\u003cli\u003eSummary\u003c\/li\u003e\n\u003cli\u003eReferences\u003c\/li\u003e\n\u003cli\u003eIndex\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Kendall\/Hunt Publishing Co ,U.S.","offers":[{"title":"Default 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