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Rollanda E. O'Connor, PhD, is Professor and Eady/Hendrick Endowed Chair in Learning Disabilities in the Graduate School of Education at the University of California, Riverside. She taught reading in special and general education classrooms for many years. Dr. O'Connor has conducted numerous reading intervention studies in general and special education settings, examined procedures to predict the students most likely to develop reading disabilities, and followed the reading progress of students who have received early intervention. Her longitudinal studies of intervention and assessment led to the development of Ladders to Literacy, a collection of phonological and print awareness activities and scaffolding suggestions for children at risk for reading problems. Her current research includes exploring the effects of early, continuous intervention across the first 4 years of reading development and developing research-based interventions for students with reading difficulties in the intermediate and middle school grades.
Table of Contents
Introduction 1. In the Beginning: Oral Language and Learning to Read Words 2. Phonemic Awareness 3. The Alphabetic Principle 4. Beginning to Decode 5. Word Patterns 6. Developing Sight Words 7. Reading Multisyllabic Words 8. Using Morphology to Read Words 9. Reading Words Fluently 10. Teaching Students Who Are English Learners 11. Older Students with Reading Difficulties Appendix A. Resources Appendix B. Reproducible Forms and Checklists References Index