Catching Readers, Grade 2: Day-by-Day Small-Group Reading Interventions

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Overview

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2, 3, and 4-5).

Powerful ...

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More About This Book

Overview

"When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level," says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2, 3, and 4-5).

Powerful Intervention Strategies for Your Classroom
- Daily, small-group interventions help struggling first graders read on level by spring.
- Instruction focuses on word recognition, fluency, vocabulary and comprehension development.
- The use of trade books and leveled books reinforces and extends guided reading instruction.
- Live-from-the-classroom video clips show the lessons in action.
- Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students.

Empowering Professional Development for Your School
- A clear consistent framework fosters schoolwide coherence and continuity.
- A month-by-month planning guide helps organize teaching across grade levels.
- The lessons in action video clips are ideal for group analysis.
- Dynamic Internet and consulting services support professional learning communities.

Based on a Scientifically Proven Program
The Early Intervention in Reading (EIR) program, developed by Barbara Taylor of the University of Minnesota, provides an in-class alternative to traditional pull-out remedial reading programs. It consists of supplemental instruction provided by the first-grade classroom teacher rather than by other personnel. The program has been tested in several locales and has proven that teachers can intervene to support struggling readers.

Click here to learn more about the EIR program.

Click here to review EIR's efficacy studies, research base, and teacher evaluations.
Click here to review the U.S. Department of Education What Works Clearinghouse Report.
Click here to review EIR's "promising rating" by the Promising Practices Network.
Click here to read the review by the North Central Regional Educational Laboratory.

Product Details

  • ISBN-13: 9780325028897
  • Publisher: Heinemann
  • Publication date: 4/28/2010
  • Pages: 176
  • Sales rank: 228,871
  • Series: Early Intervention in Reading Series
  • Product dimensions: 8.40 (w) x 11.00 (h) x 0.50 (d)

Meet the Author

BARBARA TAYLOR has been active in reading research and outreach to schools throughout her career as a professor at the University of Minnesota. In addition to developing the Early Intervention in Reading model, Taylor has published widely on reading comprehension, effective reading instruction, and successful school-wide reading improvement in journals, including Reading Research Quarterly, Elementary School Journal, and The Reading Teacher. In 2010 she was awarded the Oscar Causey Award for Distinguished Contributions to Reading Research from the National Reading Conference, the latest in a long line of awards.

Nell K. Duke is an award-winning researcher with an interest in informational literacies in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. A Professor of Teacher Education and Educational Psychology at Michigan State University and Co-Director of the Literacy Research Center (LARC), Duke has worked closely with teachers to address how research can help support teachers in their practice. With that in mind, she created The Research-Informed Classroom Series and has authored many books among them Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; and Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five.

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