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 |
Introduction | 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 |
Introduction | 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 |
Introduction | 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 |
Introduction | 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 |
Kindergarten | p. 344 |
First Grade | p. 348 |
Second Grade and Beyond | p. 351 |
A Final Word on Assessment | p. 352 |
References | p. 353 |
Index | p. 364 |
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