Interventions that Work A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3

by Dorn, Linda J.; Soffos, Carla

• ISBN13: 9780132458757
• ISBN10: 0132458756
• Edition: 1st
• Format: Paperback
• Copyright: 2011-02-03
• Publisher: Pearson

Summary

Celebrated literacy experts Linda Dorn and Carla Soffosguide teachers and administrators in implementing effective interventions in their newest series on reading intervention. The interventions are part of the authorsrs" Comprehensive Intervention Model (CIM), a design for preventing reading failure in the early grades and reversing reading failure in the upper grades. Paired with the five-part DVD series, A Comprehensive Intervention Model for Preventing Reading Failure provides training and support for teachers in learning about small groups as an intervention. Each of the DVDs--Guided Reading Plus Group(grades 1-3),Assisted Writing Group(kindergarten to grade 3),Comprehension Focus Group(grades 3-8),Content Strategy Group(middle and secondary grades), andUsing Data for Progress Monitoring(grades K-8)--include two disks of classroom video and resources along with a facilitatorrs"s guide and can be used as a Response to Intervention method.

Author Biography

Linda J. Dorn is a Professor and graduate coordinator for the doctoral program in reading education at the University of Arkansas at Little Rock. She is Director of the Center for Literacy where she coordinates the development and implementation of five literacy initiatives, including the Partnerships in Comprehensive Literacy (PCL) Model and the Comprehensive Intervention Model (CIM). She has co-authored four books, including Apprenticeship in Literacy: Transitions Across Reading and Writing, numerous book chapters, scholarly articles, research reports, and professional development videos including the Interventions That Work series. Her upcoming publication with Carla Soffos is focused on interventions that work for adolescent struggling readers.

 

Carla Soffos is a literacy coach and Reading Recovery teacher leader at the University of Arkansas at Little Rock. She has twenty-six years of experience in education, including teaching in the primary grades and literacy coaching in grades kindergarten to eighth. She is co-author with Linda J. Dorn of three books, Shaping Literate Minds, Scaffolding Young Writers, and Teaching for Deep Comprehension and several professional development videos, including the Interventions That Work series. Her upcoming publication with Linda Dorn is focused on interventions that work for adolescent struggling readers.

 

Table of Contents

Forward by Dick Allington

Acknowledgements

Introduction

• Research on small group interventions

• Can strategy-based interventions for struggling readers change their learning trajectory so they begin to perform like successful readers? If so, what would the intervention look like? Can the intervention be implemented by classroom teachers, as well as reading specialists? Would it work with learning disabled students? If so, what would it look like for special education teachers?

• Purpose of the book and overview of the chapters

 

Chapter 1   A Comprehensive Intervention Model for Reversing Reading Failure

• Constructing Knowledge

• Teaching for Transfer

• Response to Intervention

• A Tiered Approach to RtI

• Two Waves of Literacy Defense

• First Wave of Defense

• Second Wave of Defense       

• The Comprehensive Intervention Model (CIM)

• CIM Portfolio of Interventions

• Guided Reading Plus Intervention

• Assisted Writing Intervention

• Writing Process Group Intervention

• Comprehension Focus Group Interventions

• Matching Interventions to Students

• Closing Thoughts

• Notes

 

Chapter 2   Comprehensive Assessment System

• Comprehensive Literacy Diagnostic

• Pre- and Post-Intervention: Diagnostic Assessments

• Comprehensive Assessment Portfolio

• During the Intervention: Dynamic Assessments

• Progress Monitoring Assessments

• Assessments in the Comprehensive Intervention Model

• Observation Survey of Early Literacy Achievement

• Emergent Writing Assessment

• Record of Oral Language

• Oral Language Acquisition Inventory

• Timed Word Writing Prompt

• Phonological Awareness Assessment

• Writing Prompt with Rubric

• Running Record on Keystone Text

• Text Reading Level Assessment

• Instructional Reading Levels

• Reading Behavior Checklist

• Comprehension Guides

• Oral Reading Fluency Scale

• Word Test

• Writing About Reading Checklist

• Writing Behavior Checklist

• District Assessments

• Selected Work Samples

• Classroom Rubrics, Checklists, and Writing Scoring Guides

• Writing Portfolio District Checklist

• Anecdotal Notes

• Record Keeping Forms

• Closing Thoughts

• Notes 

 

Chapter 3   Differentiated Classroom Instruction

• Workshop Framework

• Writing Workshop

• Writing Conferences

• Writing Process Intervention

• Assessing Writing Development

• Using a Writing Continuum

• Closing Thoughts

 

Chapter 4   Assisted Writing Intervention: Interactive Writing and Writing Aloud

• Assisted Writing Interventions

• Phase One: The Reading Phase

• Phase Two: The Writing Phase              

• Materials

• Planning for Instruction

• Moving Into Writing Aloud

• Intervention Framework for Writing Aloud

• Materials for Writing Aloud

• Planning for Instruction

• Closing Thoughts

 

Chapter 5   Guided Reading Plus Intervention

• Guided Reading Plus Intervention

• Assessments         

• Intervention Framework

• Guided Reading Plus Lesson Planners

• Emergent and Early Readers

• Transitional Readers

• Materials for Guided Reading Plus

• Change Over Time in Writing Instruction

• Writing About Reading at the Emergent Level

• Using Writing Prompts to Respond to Reading

• Closing Thoughts

 

Chapter 6   Learning About Letters and Words

• Phonological Systems

• Learning About Sounds

• Orthographic Systems

• Learning About Letters

• Learning About Words

• Word Study Continuum

• Designing Word Study Continuum

• Closing Thoughts

 

Chapter 7   Implementing the CIM as an RtI Method

• School 1: Assessing the School Environment and Core Instruction

• School 2: Creating a Seamless Assessment system for Systemic Improvement

• School 3: Collaboration Teams for Decision-Making

• Aligning Classroom and Special Education

• Implementing a Comprehensive Plan for School Improvement                       

• Training Special             

• Putting It All Together

• Notes

Appendices