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