Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? / Edition 3

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Overview

This one-of-a-kind book identifies practical reading intervention strategies based on students' informal reading inventory results.

Today teachers need valid research-based measures for reading improvement, assessments to determine students' reading abilities, and intervention strategies to guide students back on track. To help teachers connect students' performance and evaluation to instruction, best-selling authors JoAnne Caldwell and Lauren Leslie outline practical intervention strategies that are aligned with any informal reading inventory. Targeting the latest research, this edition includes new student case studies, more writing applications, a focus on teaching with classroom materials, and a new PDToolkit (available either with the book or alone). By identifying intervention strategies based on assessment, the book helps teachers and students address difficulties in word identification, fluency, prior knowledge, and comprehension.

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Product Details

  • ISBN-13: 9780132907088
  • Publisher: Pearson
  • Publication date: 10/5/2012
  • Edition number: 3
  • Pages: 312
  • Sales rank: 100,357
  • Product dimensions: 8.50 (w) x 10.70 (h) x 0.70 (d)

Meet the Author

JoAnne Schudt Caldwell is the co-author/author of seven titles including The Qualitative Reading Inventory-5 and Reading Problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and is Professor Emerita at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-5. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, “Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.

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Table of Contents

Chapter One: An Overview of Reading Instruction for Struggling Readers

Reading Instruction–Past and Present Perspectives

Successful Intervention — A New Perspective

Principles of Effective Intervention Programs

Current Issues

Summary

References and Recommended Readings

Chapter Two: Patterns of Reading Difficulty

General Patterns

Defining a Student’s Reading Level

Reading Level: An Indicator of Problem Severity

Reading Level: An Indicator of Word Identification Proficiency

Reading Level: An Indicator of Comprehension Proficiency

Designing the Intervention Focus

Summary

References and Recommended Readings

Chapter Three: The Structure of Intervention Sessions

The Importance of Consistent Structure

Individual Intervention Structures K-5

Group Intervention Structures K-5

Intervention Structures 6-12

Classroom Intervention Structures That Foster the Growth of Struggling Readers

Designing Your Own Structure

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Chapter Four: Phonological Awareness

What Is Phonological Awareness and Why Is It Important?

The Importance of Rhyme

The Informal Reading Inventory as an Indicator of Rhyme Knowledge

Phonological Awareness Instruction

The Importance of Phonemic Awareness

Developing Phonemic Awareness Aurally

Application to Writing

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Chapter Five: Word Identification Instruction: Phonics and More

What Is Systematic Phonics Instruction?

The Informal Reading Inventory as an Indicator of Problems with Word Identification

Guidelines for Exemplary Phonics Instruction

Teaching Consonant Sounds Using Shared Reading

Procedures for Teaching Consonant Sounds Using Shared Reading

Teaching Vowel Sounds: Using Spelling Patterns to Read by Analogy

The Importance of Cross-Checking

How to Learn Words That Are Difficult to Decode

Putting It All Together: Guided Reading

Teacher Prompting during Oral Reading

Application to Spelling

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Chapter Six: Word Identification Instruction: Fluency

The Importance of Fluency

The Informal Reading Inventory as an Indicator of Lack of Fluency

General Principles for Developing Fluency

Instructional Activities for Developing Fluency

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Chapter Seven: Prior Knowledge and Concept Development

How Prior Knowledge Affects Comprehension

How to Assess Prior Knowledge

Building a Knowledge Base: Concept Development

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Chapter Eight: Vocabulary Learning

The Importance of Vocabulary Learning

The Informal Reading Inventory as an Indicator of Vocabulary Learning

General Principles for Developing Vocabulary Learning

Instructional Activities for Fostering Word Learning

Application to Writing

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Appendix

Chapter Nine: Comprehension Instruction: Retelling Narrative Text

The Importance of Retelling

What is an Effective Retelling?

How is an Understanding of Narrative Structure Developed?

The Informal Inventory as an Indicator of Ability to Retell Narrative Text

General Principles for Developing Narrative Retelling

Biographies: Bridging Narrative and Expository Text

Application to English Language Learners

Application to Writing

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Chapter Ten: Comprehension Instruction: Expository Retelling

Retelling Expository Text

The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text

General Principles for Developing Effective Expository Retellings

Instructional Strategies for Constructing Expository Retellings

Expository Idea Map

Main Idea Map

Application to Writing

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Appendix

Chapter Eleven: Comprehension Instruction: Answering Questions

The Complexity of Answering Questions

The Importance of Self-Questioning

The Informal Reading Inventory as an Indicator of Ability to Answer Questions

General Principles for Helping Students to Answer Questions

Instructional Activities for Answering Questions

Application to Writing

Application to English Language Learners Application to Adolescent Learners 206

Response to Intervention

Summary

References and Recommended Readings

Chapter Twelve: Comprehension Instruction: General Interactive Strategies

The Importance of Comprehension Strategies

The Informal Reading Inventory as an Indicator of Problems with Comprehension

Frameworks for Interactive Teaching of Comprehension Strategies

Application to Writing

Application to English Language Learners

Application to Adolescent Learners

Response to Intervention

Summary

References and Recommended Readings

Chapter Thirteen: Pulling It All Together: Designing the Intervention Structure

Primary Level

Intermediate Level

Middle Level

Generic Intervention Plan

Summary

Appendix Summary of Intervention Strategies

Index

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