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This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention models.
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.
Table of Contents
|A Comprehensive Approach to Early Intervention||p. 1|
|The Interactive Strategies Approach||p. 3|
|Characteristics of the ISA||p. 4|
|Studies of the ISA||p. 6|
|The ISA and Response to Intervention||p. 8|
|Reading Is a Complicated Process and Requires Comprehensive Instruction||p. 9|
|Children Who Struggle with Literacy Acquisition||p. 12|
|Instructional Goals in the ISA||p. 14|
|General Principles for Preventing Reading Difficulties||p. 19|
|Organization of the Book||p. 25|
|Responsive Classroom Instruction||p. 26|
|Classroom Instruction in an RTI Context||p. 27|
|Developing a Language Arts Program for Readers at Multiple Levels||p. 29|
|A Week and a Day in First Grade||p. 32|
|Small-Group Literacy Instruction||p. 41|
|Interventions Beyond the Classroom||p. 46|
|Motivation to Read and Write||p. 51|
|Promoting Interest in Books||p. 52|
|Developing a Sense of Confidence and Competence||p. 55|
|Attributions for Success||p. 58|
|Goal Orientation: Intrinsic versus Extrinsic Motivation||p. 60|
|Documenting Literacy Motivation||p. 62|
|Motivation and RTI||p. 62|
|Learning the Alphabetic Code||p. 65|
|Purposes and Conventions of Print||p. 69|
|The Purposes of Print||p. 69|
|Conventions of Print||p. 71|
|Evaluating and Documenting Children's Progress||p. 73|
|Phonological Awareness||p. 76|
|Phonemic Awareness versus Phonics||p. 77|
|Why is Phonemic Awareness Important?||p. 78|
|Phonemic Awareness and Reading Problems||p. 79|
|Instructional Influences on the Development of Phonemic Awareness||p. 79|
|Why is it Difficult for Some Children to Notice/Attend to Phonemes?||p. 80|
|Assessing Phonological Awareness||p. 82|
|Grouping and Pacing||p. 84|
|Activities for Promoting (and Assessing) Phonological Awareness||p. 84|
|Evaluating and Documenting Children's Progress||p. 105|
|Letter Naming||p. 107|
|Assessing Letter Knowledge||p. 108|
|Choosing Letters for Instruction||p. 110|
|Sequence of Objectives for Learning about Letters||p. 110|
|Letter Recognition||p. 112|
|Letter Naming||p. 118|
|Evaluating and Documenting Children's Progress in Letter Identification||p. 121|
|Letter Production||p. 121|
|Evaluating and Documenting Children's Progress in Letter Production||p. 124|
|Letter-Sound Association||p. 126|
|The Link between Letter Names and Letter Sounds||p. 126|
|Selecting and Using Key Words (Mnemonics)||p. 129|
|Teaching and Practicing Letter Sounds||p. 132|
|Evaluating and Documenting Children's Progress in Letter-Sound Knowledge||p. 138|
|The Alphabetic Principle and the Alphabetic Code||p. 139|
|Early Development of Skill in Using the Alphabetic Code||p. 140|
|Teaching the Concept of the Alphabetic Principle: Beginning Letters||p. 141|
|Teaching the Concept of the Alphabetic Principle: Ending Letters||p. 144|
|Later Development of Skill in Using the Alphabetic Code||p. 147|
|Evaluating and Documenting Children's Progress||p. 170|
|Larger Orthographic Units and Multisyllabic Words||p. 174|
|Phonograms and Word Families||p. 175|
|Decoding Words with Multiple Syllables||p. 181|
|Evaluating and Documenting Children's Progress in Using Larger Orthographic Units||p. 185|
|Word Learning||p. 187|
|Strategic Word Learning||p. 199|
|Approaches to Word Identification||p. 200|
|Strategic Word Learning||p. 204|
|Teaching to Promote the Use of Word Identification Strategies||p. 207|
|Word Identification Strategy-Focused Instruction||p. 217|
|Evaluating and Documenting Children's Progress||p. 225|
|High-Frequency Word Learning||p. 227|
|Early Instruction of High-Frequency Words||p. 227|
|Later Instruction of High-Frequency Words and Building Automaticity||p. 239|
|Evaluating and Documenting Children's Progress||p. 248|
|Meaning Construction||p. 251|
|Vocabulary and Oral Language Development||p. 255|
|Language and Reading||p. 256|
|Instruction to Support Vocabulary Development||p. 259|
|Interactive Read-Alouds and Conversations to Promote the Development of Vocabulary and Oral Language||p. 264|
|Evaluating and Documenting Children's Progress||p. 274|
|Comprehension and General Knowledge||p. 276|
|The Process of Comprehension||p. 276|
|Active Meaning Construction||p. 277|
|Levels of Comprehension||p. 278|
|Knowledge and Comprehension||p. 279|
|Instruction and Knowledge Development||p. 282|
|Comprehension Instruction||p. 284|
|Evaluating and Documenting Children's Progress||p. 294|
|Implementing Intensified Instruction||p. 299|
|Small-Group and One-to-One Intervention||p. 303|
|Coordination across Instructional Settings||p. 304|
|Goals of Instruction||p. 305|
|Intervention Lessons: General Overview||p. 306|
|A Complete Small-Group Lesson||p. 329|
|Intensifying Instruction: One-to-One Intervention||p. 339|
|A Proposed Model for Multi-Tiered Intervention||p. 344|
|First Grade||p. 348|
|Second Grade and Beyond||p. 351|
|A Final Word on Assessment||p. 352|
|Table of Contents provided by Ingram. All Rights Reserved.|