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

by Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

• ISBN13: 9781606238547
• ISBN10: 160623854X
• Edition: 1st
• Format: Hardcover
• Copyright: 2010-07-02
• Publisher: The Guilford Press

Summary

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\u2019s 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\u2019s 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\u2019s Reading Department. Dr. Anderson has contributed to the Center\u2019s 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\u2019s literacy development.

Table of Contents

I. A Comprehensive Approach to Early Intervention 1. The Interactive Strategies Approach 2. Responsive Classroom Instruction 3. Motivation to Read and Write II. Learning the Alphabetic Code 4. Purposes and Conventions of Print 5. Phonological Awareness 6. Letter Naming 7. Letter–Sound Association 8. The Alphabetic Principle and the Alphabetic Code 9. Larger Orthographic Units and Multisyllabic Words III. Word Learning 10. Strategic Word Learning 11. High-Frequency Word Learning IV. Meaning Construction 12. Vocabulary and Oral Language Development 13. Comprehension and General Knowledge V. Implementing Intensified Instruction 14. Small-Group and One-to-One Intervention 15. A Proposed Model for Multi-Tiered Intervention