Intervention Strategies to Follow Informal Reading Inventory Assessment So What Do I Do Now?

ISBN-10: 0205405584

ISBN-13: 9780205405589

Edition: 2005

List price: $33.99
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Book details

List price: $33.99
Copyright year: 2005
Publisher: Allyn & Bacon, Incorporated
Binding: Paperback
Pages: 208
Size: 8.50" wide x 10.50" long x 0.50" tall
Weight: 1.056
Language: English

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 andReading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, " Factors that predict success in an early literacy intervention program." She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.

Preface
An Overview of Reading Instruction for Struggling Readers
Reading Instruction-Past Perspectives
Reading Instruction-Present Perspectives
Principles of Effective Intervention Programs
Summary
Patterns of Reading Difficulty
General Patterns
Defining A Student's Reading Level
Reading Level: An Indicator of Problem Severity
Reading Level: An Indicator of Word Identification Proficiency
Reading Level: An Indicator of Comprehension Proficiency
Designing the Intervention Focus
Summary
The Structure of Intervention Sessions
The Importance of Consistent Structure
Individual Tutoring Structures at the Elementary Level
Individual Tutoring Structures at the Middle Level
Group Tutoring Structures at the Elementary Level
Group Tutoring Structures at the Middle Level
Classroom Intervention Structures
Designing your own Structure
Summary
Phonological Awareness
What is Phonological Awareness and Why is it Important?
The Importance of Rhyme
The Informal Reading Inventory as an Indicator of Rhyme Knowledge
Phonological Awareness Instruction
The Importance of Phonemic Awareness
Developing Phonemic Awareness Aurally
Summary
Word Identification Instruction: Phonics and More
What is Systematic Phonics Instruction?
The Informal Reading Inventory as an Indicator of Problems with word Identification
Guidelines for Exemplary Phonics Instruction
Teaching Consonant Sounds Using Shared Reading
Teaching Vowel Sounds: Using Spelling Patterns to Read by Analogy
The Importance of Cross-Checking
How to Learn Words that are Difficult to Decode
Putting it all Together: Guided Reading
Summary
Word Identification Instruction: Fluency
The Importance of Fluency
The Informal Reading Inventory as an Indicator of Lack of Fluency
General Principles for Developing Fluency
Instructional Activities for Developing Fluency
Summary
Prior Knowledge and Concept Development
How Prior Knowledge Affects Comprehension
How to Assess Prior Knowledge
Building a Knowledge Base: Concept Development
Summary
Vocabulary Learning
The Importance of Vocabulary Learning
The Informal Reading Inventory as an Indicator of Vocabulary Learning
General Principles for Developing Vocabulary Learning
Instructional Activities for Fostering Word Learning
Summary
Comprehension Instruction: Retelling Narrative Text
The Importance of Retelling
The Informal Inventory as an Indicator of Ability to Retell Narrative Text
General Principles for Developing Narrative Retelling
The Importance of Modeling
Biographies: Bridging Narrative and Expository Text
Summary
Comprehension Instruction: Expository Retelling
Retelling Expository Text
The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text
General Principles for Developing Effective Expository Text Retellings
Instructional Strategies for Constructing Expository Retellings
Expository Idea Map
Main Idea Map
Summary
Comprehension Instruction: Answering Questions
The Complexity of Answering Questions
The Importance of Self-Questioning
The Informal Reading Inventory as an Indicator of Ability to Answer Questions
General Principles for Helping Students to Answer Questions
Instructional Activities for Answering Questions
Summary
Comprehension Instruction: General Interactive Strategies
The Informal Reading Inventory as an Indicator of Problems with Comprehension
A Framework for Interactive Teaching of Comprehension Strategies
Summary
Pulling It All Together: Designing the Intervention Structure
Primary Level
Intermediate Level
Middle Level
Summary
Index
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