Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (4th Edition) [Paperback]

Barbara J. Walker (Author)

Book Description

Publication Date: July 13, 1999 | ISBN-10: 0130837520 | ISBN-13: 978-0130837523 | Edition: 4

A supplemental text designed for use in Reading or in Assessment/Diagnosis and Remediation. This text provides a tool for teachers to understand various instructional frameworks underlying diagnostic teaching techniques. It is designed as a supplement in the diagnosis and remediation of reading difficulties and is suitable for a clinical practicum. A highlight of the text is the rich collection of over 60 teaching strategies, drawn from multiple perspectives, to use with all types of children based on their individual needs.

Editorial Reviews

Review

“What I like about Barbara Walker's text is that it connects assessment to instructional techniques and materials. Most other books provide chapter overviews that are disconnected. This book brings everything together in a way that supports all readers and helps teachers make effective instructional decisions.”

Eugenia Mora-Flores, University of Southern California

--This text refers to an alternate Paperback edition.

From the Publisher

Based on a socio-interactive view of reading -- and teaching techniques drawn from multiple perspectives -- this innovative text shows students how to integrate the reading assessment/diagnostic process -- and its results -- with 60 different, individualized ways to teach reading. --This text refers to an out of print or unavailable edition of this title.

See all Editorial Reviews

Product Details

• Paperback: 377 pages
• Publisher: Merrill Pub Co; 4 edition (July 13, 1999)
• Language: English
• ISBN-10: 0130837520
• ISBN-13: 978-0130837523
• Product Dimensions: 9.1 x 7.4 x 0.8 inches
• Shipping Weight: 1.4 pounds
• Average Customer Review: 3.3 out of 5 stars  See all reviews (3 customer reviews)
• Amazon Best Sellers Rank: #2,145,976 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

2 of 2 people found the following review helpful:

4.0 out of 5 stars Diagnostic Teaching of Reading Techniques for Instruction and Assessment, January 7, 2008

By 

Jessica I. Fields - See all my reviews
(REAL NAME)   

This review is from: Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (6th Edition) (Paperback)

The book was the one that I exactly needed for my Master's Class, it is very useful and very informative for the reading program.

2 of 2 people found the following review helpful:

4.0 out of 5 stars Not as bad as most text books..., May 30, 2007

By 

M. Brooke (Traverse City, MI) - See all my reviews
(REAL NAME)   

Amazon Verified Purchase

This review is from: Diagnostic Teaching of Reading: Techniques for Instruction and Assessment, Fifth Edition (Paperback)

This book is really easy to read and easy to follow. For a text book it's quite good. I had to buy the book for a class, but the book could have been much, much worse.

2 of 3 people found the following review helpful:

2.0 out of 5 stars Not sure if the author really said ANYTHING in the first section, January 10, 2010

By 

S. Lopez "S. Lopez" (Albuquerque, NM) - See all my reviews
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Amazon Verified Purchase

This review is from: Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (6th Edition) (Paperback)

The only reason I am keeping this book is the second section includes over 100 ideas to use in the classroom for reading and writing and reasons for using each. These are a good place for teacher to get ideas to make quality, creative lessons, definitely not a substitution for real lesson plans.

The first section of the text was so redundant and simplistic while using heavy vocabulary for no reason. The author seemed to rely so heavily on vocabulary while failing to include any real context. It was a boring read that taught me nothing. I hope I never have to read another of Barbara Walker's books again. It was difficult to dissect the pointless banter to discover what, if any, point was being made.