Early Intervention for Reading Difficulties, First Edition The Interactive Strategies Approach

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2010-07-03
  • Publisher: The Guilford Press
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This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention models.

Author Biography

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 Interventionp. 1
The Interactive Strategies Approachp. 3
Characteristics of the ISAp. 4
Studies of the ISAp. 6
The ISA and Response to Interventionp. 8
Reading Is a Complicated Process and Requires Comprehensive Instructionp. 9
Children Who Struggle with Literacy Acquisitionp. 12
Instructional Goals in the ISAp. 14
General Principles for Preventing Reading Difficultiesp. 19
Organization of the Bookp. 25
Responsive Classroom Instructionp. 26
Classroom Instruction in an RTI Contextp. 27
Developing a Language Arts Program for Readers at Multiple Levelsp. 29
A Week and a Day in First Gradep. 32
Small-Group Literacy Instructionp. 41
Interventions Beyond the Classroomp. 46
Motivation to Read and Writep. 51
Promoting Interest in Booksp. 52
Developing a Sense of Confidence and Competencep. 55
Attributions for Successp. 58
Goal Orientation: Intrinsic versus Extrinsic Motivationp. 60
Documenting Literacy Motivationp. 62
Motivation and RTIp. 62
Learning the Alphabetic Codep. 65
Introductionp. 65
Purposes and Conventions of Printp. 69
The Purposes of Printp. 69
Conventions of Printp. 71
Evaluating and Documenting Children's Progressp. 73
Phonological Awarenessp. 76
Phonemic Awareness versus Phonicsp. 77
Why is Phonemic Awareness Important?p. 78
Phonemic Awareness and Reading Problemsp. 79
Instructional Influences on the Development of Phonemic Awarenessp. 79
Why is it Difficult for Some Children to Notice/Attend to Phonemes?p. 80
Assessing Phonological Awarenessp. 82
Grouping and Pacingp. 84
Activities for Promoting (and Assessing) Phonological Awarenessp. 84
Evaluating and Documenting Children's Progressp. 105
Letter Namingp. 107
Assessing Letter Knowledgep. 108
Choosing Letters for Instructionp. 110
Sequence of Objectives for Learning about Lettersp. 110
Letter Recognitionp. 112
Letter Namingp. 118
Evaluating and Documenting Children's Progress in Letter Identificationp. 121
Letter Productionp. 121
Evaluating and Documenting Children's Progress in Letter Productionp. 124
Letter-Sound Associationp. 126
The Link between Letter Names and Letter Soundsp. 126
Selecting and Using Key Words (Mnemonics)p. 129
Teaching and Practicing Letter Soundsp. 132
Evaluating and Documenting Children's Progress in Letter-Sound Knowledgep. 138
The Alphabetic Principle and the Alphabetic Codep. 139
Early Development of Skill in Using the Alphabetic Codep. 140
Teaching the Concept of the Alphabetic Principle: Beginning Lettersp. 141
Teaching the Concept of the Alphabetic Principle: Ending Lettersp. 144
Later Development of Skill in Using the Alphabetic Codep. 147
Evaluating and Documenting Children's Progressp. 170
Larger Orthographic Units and Multisyllabic Wordsp. 174
Phonograms and Word Familiesp. 175
Decoding Words with Multiple Syllablesp. 181
Evaluating and Documenting Children's Progress in Using Larger Orthographic Unitsp. 185
Word Learningp. 187
Introductionp. 187
Strategic Word Learningp. 199
Approaches to Word Identificationp. 200
Strategic Word Learningp. 204
Teaching to Promote the Use of Word Identification Strategiesp. 207
Word Identification Strategy-Focused Instructionp. 217
Evaluating and Documenting Children's Progressp. 225
High-Frequency Word Learningp. 227
Early Instruction of High-Frequency Wordsp. 227
Later Instruction of High-Frequency Words and Building Automaticityp. 239
Evaluating and Documenting Children's Progressp. 248
Meaning Constructionp. 251
Introductionp. 251
Vocabulary and Oral Language Developmentp. 255
Language and Readingp. 256
Instruction to Support Vocabulary Developmentp. 259
Interactive Read-Alouds and Conversations to Promote the Development of Vocabulary and Oral Languagep. 264
Evaluating and Documenting Children's Progressp. 274
Comprehension and General Knowledgep. 276
The Process of Comprehensionp. 276
Active Meaning Constructionp. 277
Levels of Comprehensionp. 278
Knowledge and Comprehensionp. 279
Instruction and Knowledge Developmentp. 282
Comprehension Instructionp. 284
Evaluating and Documenting Children's Progressp. 294
Implementing Intensified Instructionp. 299
Introductionp. 299
Small-Group and One-to-One Interventionp. 303
Coordination across Instructional Settingsp. 304
Goals of Instructionp. 305
Intervention Lessons: General Overviewp. 306
A Complete Small-Group Lessonp. 329
Intensifying Instruction: One-to-One Interventionp. 339
A Proposed Model for Multi-Tiered Interventionp. 344
Kindergartenp. 344
First Gradep. 348
Second Grade and Beyondp. 351
A Final Word on Assessmentp. 352
Referencesp. 353
Indexp. 364
Table of Contents provided by Ingram. All Rights Reserved.

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