Interventions for Reading Problems, First Edition Designing and Evaluating Effective Strategies

by Daly , Edward J.; Chafouleas, Sandra M.; Skinner, Christopher H.

• ISBN13: 9781593850814
• ISBN10: 1593850816
• Edition: 1st
• Format: Paperback
• Copyright: 2004-11-11
• Publisher: The Guilford Press

Summary

This comprehensive, user-friendly guide meets a growing need for school psychologists and other practitioners called on to work with struggling readers and their teachers. Presented are a systematic framework and a wealth of step-by-step strategies for targeting key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based assessment and intervention practices that do not require major curricular change and can be applied with students of varying ages and ability levels. Featuring over 35 reproducible assessment and instructional tools--in a large-size format for ease of photocopying and use--the book also offers practical pointers for establishing an effective consultation relationship and documenting student progress over time.

Author Biography

Edward J. Daly III, PhD, is Associate Professor of Educational (School) Psychology at the University of Nebraska/n-/Lincoln and Program Director of the School Psychology program. Dr. Daly received his doctorate from Syracuse University in 1992 and worked for several years as a school psychologist before becoming a trainer of school psychologists in 1995. His research interests include the application of principles of behavior analysis to resolving children's reading problems. He is especially interested in developing usable and useful technologies for assessing and intervening with children who display reading deficits. Dr. Daly has published numerous articles, books, and book chapters in the fields of school psychology and applied behavior analysis. He previously served as Associate Editor of [i]School Psychology Review[/i] and [i]School Psychology Quarterly[/i], and currently serves as guest action editor and reviewer for a number of professional journals.

Sandra Chafouleas, PhD, is currently Assistant Professor in the School Psychology program at the University of Connecticut. Previously, Dr. Chafouleas directed the School Psychology program at Plattsburgh State University of New York. In both positions, she has provided training in behavioral assessment and intervention to future and practicing school psychologists. She also has taught courses in academic and intellectual assessment, ethics, and the roles and functions of school psychologists. Dr. Chafouleas currently serves on the editorial boards of [i]School Psychology Review[/i], [i]School Psychology Quarterly[/i], and [i]Psychology in the Schools[/i]. Her primary areas of research interest involve the prevention of reading difficulties and the application of evidence-based strategies to the classroom. Prior to becoming a university trainer, Dr. Chafouleas worked as a school psychologist and school administrator in a variety of settings dealing with children with behavior disorders.

Christopher H. Skinner, PhD, received his doctorate in school psychology from Lehigh University in 1989. He is a Fellow of the American Psychological Association and received the Lightner Witmer Award in 1995 for outstanding scholarship from a young academic or professional. Dr. Skinner is coeditor of the [i]Journal of Behavioral Education[/i]. His research interests include academic interventions, learning and skill development, behavioral and curriculum-based assessment, and single-subject research methodologies. As a behavioral school psychologist, Dr. Skinner's work reflects a commitment to advancing the science of school psychology through applied and theoretical research. As a former special education teacher, his research also focuses on applied procedures that can be used to prevent and remedy student problems. Currently he serves as coordinator of School Psychology Programs at the University of Tennessee.

Table of Contents

List of Tables, Figures, and Worksheets	xiii
Introduction and Overview	1	(7)
Characteristics of the Approach Taken in This Book	3	(3)
Brief Overview of the Book	6	(2)
Where Do You Start as a Consultant?	8	(16)
Reading Targets across the Continuum of Reading Proficiency	9	(2)
Qualities and Characteristics of Effective Reading Instruction	11	(7)
The Instructional Hierarchy	11	(2)
Prerequisite Skills	13	(1)
Teaching Materials and Difficulty Levels	13	(2)
Other Qualities of Teaching Materials	15	(1)
Summarizing with an Example	16	(1)
Sufficient Time for Learning and Meaningful Active Engagement	17	(1)
Responsive Instruction	17	(1)
Identifying the Entry Point for Intervention Efforts	18	(4)
Too Much Effort for Too Little Yield	19	(1)
Unsound Instructional Environment	20	(1)
Conflicting Organizational Priorities	20	(1)
Unwillingness to Cooperate	21	(1)
The Right Questions Are Not Being Asked	21	(1)
Internet Resources	22	(2)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)	22	(1)
Edformation	22	(1)
Headsprout	22	(1)
Institute for the Development of Educational Achievement (IDEA)	23	(1)
Intervention Central	23	(1)
National Reading Panel	23	(1)
Selecting and Monitoring Early Literacy Interventions	24	(49)
What Is Early Literacy?	25	(4)
Definition	25	(1)
Phonological Awareness	26	(2)
Letter Knowledge	28	(1)
Understanding How It All Goes Together	28	(1)
Why Is Proficiency with Early Literacy Skills Difficult for Some Students to Achieve?	29	(1)
How Should We Assess Early Literacy?	30	(7)
Characteristics of a Good Assessment Technique	30	(1)
Selecting an Assessment Technique	31	(2)
Interpreting the Information	33	(3)
Case Example	36	(1)
How Should We Provide Early Literacy Intervention?	37	(6)
Characteristics of a Good Intervention	37	(3)
Selecting an Intervention	40	(2)
How Do I Know If the Intervention Is Working?	42	(1)
Case Example	42	(1)
Summary	43	(30)
Producing Measurable Increases in Reading Fluency	73	(38)
Why Is Fluency Important?	74	(2)
Fluent Readers Are More Likely to Comprehend	74	(1)
Fluent Readers Are More Likely to Choose to Read	75	(1)
Fluent Reading Is Less Effortful	76	(1)
Assessing Reading Fluency Using CBM	76	(12)
Why Conduct Oral Reading Fluency Assessments?	76	(1)
Reading Fluency Probes	77	(6)
Steps and Interpretation of Oral Reading Fluency Assessments	83	(5)
Empirically Validated Reading Interventions	88	(9)
Repeated Readings	89	(5)
Phrase Drill Error Correction	94	(1)
Performance Feedback	95	(1)
Modeling: Listening while Reading	96	(1)
Teaching Words in Isolation: Folding-In	96	(1)
The Context for Reading Intervention: Putting the Components Together	97	(7)
Prioritizing Intervention Strategies	99	(1)
When You Can't Go Lower in the Curricular Basal Series	100	(1)
Classwide Peer Tutoring	100	(4)
Conclusions	104	(7)
Reading Comprehension	111	(38)
Prereading/Previewing Comprehension Activities	111	(11)
Clarify the Purpose of Reading	112	(1)
Help Students Estimate the General Content of the Text	113	(1)
Teach the Tells Procedure: Title-Examine-Look-Look-Setting	114	(1)
Preteach Vocabulary	115	(1)
Preteach Concepts	116	(4)
Choosing What Students Read	120	(2)
Comprehension Activities during Reading	122	(6)
Reading Comprehension Activities	122	(2)
Expository Text	124	(2)
Student Comprehension during Reading	126	(1)
Concluding Remarks on Comprehension Strategies Used during Reading	127	(1)
Postreading Comprehension Activities	128	(2)
Summarization	128	(1)
Question-and-Answer Relationship Training	129	(1)
Combining Procedures	130	(1)
Strategic Note Taking	130	(1)
SQ3R: Survey, Question, Read, Recite, and Restate	130	(1)
Multipass Strategy	130	(1)
POSSE: Predict, Organize, Search, Summarize, and Evaluate	131	(1)
Using Rewards to Improve Comprehension	131	(2)
Assessment	133	(6)
Oral Retell Measures of Comprehension	133	(3)
Examiner-Written Comprehension Questions	136	(1)
Rate of Comprehension	137	(1)
Cautious Decision Making Based on Comprehension Assessment	138	(1)
Concluding Comments on Comprehension Strategies	139	(10)
Accountability: The Measure of Professional Performance	149	(28)
The Importance of Accountable Practice	150	(5)
Overcoming Sources of Professional Error in Practice	151	(1)
The Need for Local Validation of Outcomes for Professional Services	151	(2)
The Changing Context for Meeting the Needs of Students with Reading Problems	153	(2)
Rounding Out Your Reading Intervention-Based Services with an Accountability Component	155	(19)
An Explicit Model of Service Delivery	155	(1)
An Explicit Model of Accountability	155	(2)
Data Summarization Methods	157	(6)
Pulling the Data Together and Reporting Results	163	(3)
Gauging Your Outcomes: Establishing a Basis for Comparison	166	(5)
Sharing Your Results with Others	171	(3)
Conclusion	174	(3)
References	177	(12)
Index	189