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

ISBN-10: 0205608558
ISBN-13: 9780205608553
Edition: 2nd 2009
List price: $40.99
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Description: Includes workable activities for intervention sessions based on specific assessment results. Written by JoAnne Caldwell and Lauren Leslie, authors of theQualitative Reading Inventory. Will help to specifically connect performance on a informal  More...

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Book details

List price: $40.99
Edition: 2nd
Copyright year: 2009
Publisher: Allyn & Bacon, Incorporated
Publication date: 7/29/2008
Binding: Paperback
Pages: 264
Size: 8.50" wide x 11.00" long x 0.50" tall
Weight: 1.650
Language: English

Includes workable activities for intervention sessions based on specific assessment results. Written by JoAnne Caldwell and Lauren Leslie, authors of theQualitative Reading Inventory. Will help to specifically connect performance on a informal reading inventory to related, practical intervention strategies. Reading specialists; K-12 literacy pre-service and in-service teachers

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 Instructionndash;Past Perspectives
Reading Instructionndash;Present Perspectives
Principles of Effective Intervention Programs
Current Issues
Summary
References and Recommended Readings
Patterns of Reading Difficulty
General Patterns
Defining a Studentrsquo;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
References and Recommended Readings
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
Group Tutoring Structures at the High School Level
Classroom Intervention Structures
Schoolwide Intervention
Designing Your Own Structure
Application to English Language Learners
Application to Adolescent Learners
Response to Intervention
Summary
References and Recommended Readings
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
Application to English Language Learners
Application to Adolescent Learners
Response to Intervention
Summary
References and Recommended Readings
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
Teacher Prompting During Oral Reading
Application to English Language Learners
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