Early Intervention for Reading Difficulties The Interactive Strategies Approach

ISBN-10: 1606238531
ISBN-13: 9781606238530
Edition: 2011
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Book details

List price: $44.00
Copyright year: 2011
Publisher: Guilford Publications
Publication date: 7/3/2010
Binding: Paperback
Pages: 370
Size: 6.75" wide x 9.75" long x 1.25" tall
Weight: 1.496
Language: English

� Donna M. Scanlon, PhD, is Professor in the Reading Department at the University at Albany, State University of New York. Dr. Scanlon has spent most of her career studying children?s reading difficulties. Her studies have focused on the relationships between instructional characteristics and success in learning to read and on developing and evaluating approaches to preventing early reading difficulties. Findings from studies that she and her colleagues conducted have contributed to the emergence of response to intervention as a process for preventing reading difficulties and avoiding inappropriate and inaccurate learning disability classifications. Most recently, Dr. Scanlon?s work has focused on the development of teacher knowledge and teaching skill among both preservice and inservice teachers for the purpose of helping teachers to prevent reading difficulties. � Kimberly L. Anderson, PhD, is a research associate in the Child Research and Study Center at the University at Albany, State University of New York, and an adjunct instructor in the University?s Reading Department. Dr. Anderson has contributed to the Center?s research on the interactive strategies approach (ISA) by serving as an intervention teacher; by providing professional development for teachers learning to implement the ISA in the early primary grades in both classroom and intervention settings; and, most recently, by collaborating with preservice educators from institutions across New York on enhancing preservice teacher knowledge related to literacy instruction. She worked for many years as a school psychologist at the elementary level and has spent several years as a reading teacher at the primary level, utilizing the ISA to provide small-group intervention to kindergartners and first-grade students. � Joan M. Sweeney, MSEd, is a reading teacher in the North Colonie Central School District in Latham, New York. Previously, she was a research associate in the Child Research and Study Center at the University at Albany, State University of New York, where she provided intervention for struggling readers, supervised intervention teachers, and coached classroom teachers utilizing the ISA to support children?s literacy development.

A Comprehensive Approach to Early Intervention
The Interactive Strategies Approach
Characteristics of the ISA
Studies of the ISA
The ISA and Response to Intervention
Reading Is a Complicated Process and Requires Comprehensive Instruction
Children Who Struggle with Literacy Acquisition
Instructional Goals in the ISA
General Principles for Preventing Reading Difficulties
Organization of the Book
Responsive Classroom Instruction
Classroom Instruction in an RTI Context
Developing a Language Arts Program for Readers at Multiple Levels
A Week and a Day in First Grade
Small-Group Literacy Instruction
Interventions Beyond the Classroom
Motivation to Read and Write
Promoting Interest in Books
Developing a Sense of Confidence and Competence
Attributions for Success
Goal Orientation: Intrinsic versus Extrinsic Motivation
Documenting Literacy Motivation
Motivation and RTI
Learning the Alphabetic Code
Introduction
Purposes and Conventions of Print
The Purposes of Print
Conventions of Print
Evaluating and Documenting Children's Progress
Phonological Awareness
Phonemic Awareness versus Phonics
Why is Phonemic Awareness Important?
Phonemic Awareness and Reading Problems
Instructional Influences on the Development of Phonemic Awareness
Why is it Difficult for Some Children to Notice/Attend to Phonemes?
Assessing Phonological Awareness
Grouping and Pacing
Activities for Promoting (and Assessing) Phonological Awareness
Evaluating and Documenting Children's Progress
Letter Naming
Assessing Letter Knowledge
Choosing Letters for Instruction
Sequence of Objectives for Learning about Letters
Letter Recognition
Letter Naming
Evaluating and Documenting Children's Progress in Letter Identification
Letter Production
Evaluating and Documenting Children's Progress in Letter Production
Letter-Sound Association
The Link between Letter Names and Letter Sounds
Selecting and Using Key Words (Mnemonics)
Teaching and Practicing Letter Sounds
Evaluating and Documenting Children's Progress in Letter-Sound Knowledge
The Alphabetic Principle and the Alphabetic Code
Early Development of Skill in Using the Alphabetic Code
Teaching the Concept of the Alphabetic Principle: Beginning Letters
Teaching the Concept of the Alphabetic Principle: Ending Letters
Later Development of Skill in Using the Alphabetic Code
Evaluating and Documenting Children's Progress
Larger Orthographic Units and Multisyllabic Words
Phonograms and Word Families
Decoding Words with Multiple Syllables
Evaluating and Documenting Children's Progress in Using Larger Orthographic Units
Word Learning
Introduction
Strategic Word Learning
Approaches to Word Identification
Strategic Word Learning
Teaching to Promote the Use of Word Identification Strategies
Word Identification Strategy-Focused Instruction
Evaluating and Documenting Children's Progress
High-Frequency Word Learning
Early Instruction of High-Frequency Words
Later Instruction of High-Frequency Words and Building Automaticity
Evaluating and Documenting Children's Progress
Meaning Construction
Introduction
Vocabulary and Oral Language Development
Language and Reading
Instruction to Support Vocabulary Development
Interactive Read-Alouds and Conversations to Promote the Development of Vocabulary and Oral Language
Evaluating and Documenting Children's Progress
Comprehension and General Knowledge
The Process of Comprehension
Active Meaning Construction
Levels of Comprehension
Knowledge and Comprehension
Instruction and Knowledge Development
Comprehension Instruction
Evaluating and Documenting Children's Progress
Implementing Intensified Instruction
Introduction
Small-Group and One-to-One Intervention
Coordination across Instructional Settings
Goals of Instruction
Intervention Lessons: General Overview
A Complete Small-Group Lesson
Intensifying Instruction: One-to-One Intervention
A Proposed Model for Multi-Tiered Intervention
Kindergarten
First Grade
Second Grade and Beyond
A Final Word on Assessment
References
Index

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