Interventions for Reading Success / Edition 1

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Overview

With an extensive menu of lessons that take just 20 to 30 minutes, this intervention guide is the key to helping students grasp the five Big Ideas of early literacy: phonological awareness, the alphabetic principle, fluency, vocabulary, and comprehension. General and special educators will get

  • easy-to-implement, one-page activities and interventions, including goals, materials, word lists, and teacher steps
  • photocopiable take-home activities for parents to help them reinforce their children's reading skills
  • reading intervention guidelines for any educator, whether they're teaching 1) an entire class, 2) small groups, or 3) individual students who need more intensive support
  • guidance on assessment and intervention planning, using DIBELS and other literacy assessment tools
  • activities addressing vocabulary and language development for students who are learning English as a second language or have language delays
  • practical tips from real teachers for implementing intervention in the classroom
  • research on how this classroom-based intervention can improve students' skills and help them catch up with their peers

All activities come complete with clear guidelines and suggestions and are easy to tailor to students' individual needs. Creative and versatile, this curriculum supplement will help struggling students become skillful, enthusiastic readers.

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Editorial Reviews

Jim Cox

"A welcome and recommended resource for classroom teachers working with students from kindergarten through the third grade to develop and improve their reading skills."

Doctoral student, University of Houston; Reviewed in Education Review-Brief Reviews - Karen Kindle

"Will be welcomed by reading instructors who work within a tiered model in the Response to Intervention paradigm . . . a practical, affordable way to provide effective, research-based interventions in the classroom. It provides a viable alternative for schools that lack the resources to invest in costly comprehensive programs."

The Midwest Book Review - Jim Cox

"A welcome and recommended resource for classroom teachers working with students from kindergarten through the third grade to develop and improve their reading skills."

Martha Hougen

“A treasure trove of engaging activities and practice opportunities to increase reading achievement . . . translates scientific research into fun, effective reading instruction.”
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Product Details

  • ISBN-13: 9781557666789
  • Publisher: Brookes Publishing
  • Publication date: 1/1/2007
  • Format: Spiral Bound
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 437
  • Product dimensions: 9.20 (w) x 11.00 (h) x 1.10 (d)

Meet the Author

Joseph A. Dimino, Ph.D., has had experience as a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience working with teachers, parents, administrators, and instructional assistants in the areas of early literacy, reading comprehension and vocabulary instruction, and effective instructional techniques for English language learners. As a senior research associate, Dr. Dimino has been a part of several regional and national research teams investigating topics such as foundational reading skills and vocabulary, reading comprehension, and mathematics instruction. He is a coauthor of books addressing reading comprehension and vocabulary instruction and has published in several peer-reviewed journals. Dr. Dimino has delivered papers at numerous state, national, and international conferences. He consults nationally in the areas of early literacy, reading comprehension, and vocabulary instruction.

Diane Haager, Ph.D., is a researcher and teacher educator in reading and learning disabilities. She is a professor at California State University, Los Angeles, where she instructs special education teachers and graduate students. Dr. Haager has worked in public schools and clinics as a reading specialist and special educator. She has had extensive experience working with English language learners who have reading difficulties. She has written numerous book chapters and research articles. Her research interests include issues related to effective reading instruction for English language learners, students with learning disabilities, and students at risk for reading failure. She is the co-editor of Learning Disabilities Research and Practice, a journal for researchers and practitioners. Dr. Haager has directed several projects focusing on reading intervention for struggling readers in urban schools. She serves as a consultant and provides professional development for schools, districts, research projects, and state education leaders regarding reading instruction, reading intervention, and response to intervention.

Michelle Pearlman Windmueller is an adjunct professor in the areas of reading, learning disabilities, assessment, instruction, and technology at California State University, Los Angeles, Loyola Marymount University and Mount St. Mary's College in Los Angeles. Dr. Windmueller completed her Ph.D. in education at the University of Southern California in 2004, where her dissertation titled Early Reading Predictors of Literacy Achievement for English Learners: A Longitudinal Study from First Through Third Grade won the Dissertation Award of Merit. Her research interests include issues related to effective reading instruction for English language learners, students at risk for reading failure, and second language learning. In 2002, Dr. Windmueller received the Distinguished Alumna Award from the Charter College of Education at California State University, Los Angeles. She has published in Learning Disability Quarterly, The Urban Education Journal, and The Mentor. Dr. Windmueller has delivered papers at state and national conferences, including the AERA annual meeting, the Council for Exceptional Children convention, the Conference on Learning Disabilities, and the DIBELS Summit. Dr. Windmueller taught reading and special education for 30 years in the urban public schools of East Los Angeles and for the past 8 years has been serving as an administrator in public schools throughout the Los Angeles area.

She is currently an Instructional Director in the Intensive Support and Innovation Center in the LAUSD, where she supports principals and teachers in their instruction and intervention programs at the elementary, middle and high school levels. In 2012, Dr. Windmueller was named Distinguished Educator of the Year by the Charter College of Education at California State University, Los Angel

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Read an Excerpt

Excerpted from Chapter 3 of Interventions for Reading Success, by Diane Haager, Ph.D., Joseph A. Dimino, Ph.D., & Michelle Pearlman Windmueller, Ph.D.

Copyright © 2007 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

We use assessment data in many aspects of our daily lives. How do we know what to wear when we go out for the day? We look at the weather forecast to see the temperature. How do we know when our cars need gas? We read the fuel gauge. How much carpeting do we buy when we redecorate a room? We measure the dimensions and calculate the square yards. These are all examples of making decisions based on data. The same notion applies to planning intervention for struggling readers. Teachers need to know what skills students need more work on and how much intervention will meet their needs.

Teachers make an average of 4,000 decisions per day (Dimino, 2004). It is not surprising that teachers feel exhausted at the end of the day! Sometimes teachers wonder if they are making the right decisions about individual students or wish that they had more depth of information about a student's skills. In this chapter, you will see how using accurate and targeted reading assessments will help you to plan and implement more effective reading intervention, particularly for the second tier of reading intervention (supplemental instruction).

THREE KINDS OF ASSESSMENT FOR EARLY READING INTERVENTION

In a three–tiered intervention model, teachers use three kinds of assessment to make critical decisions about reading intervention. Screening assessment school year, a teacher screens all of his or her students and examines the data to see which students are failing to meet specified benchmarks. These data, along with judgment based on personal experience with students during reading activities, help the teacher identify which students may have significant reading difficulties. In the early grades, this may be 20%—30% of the students (Vaughn et al., 2003). Diagnostic assessment is then conducted for these students. In this process, the teacher would conduct individualized assessment covering specific developmental reading skills to determine areas of need for individual students. This helps the teacher to better understand why a student is struggling. Then, intervention can be targeted to meet those specific skill needs. Ongoing progress monitoring assessment consists of short tasks that represent the identified area of need in the continuum of reading skills. Students are assessed on these grade–level skills frequently, and progress is charted or monitored to ensure adequate progress toward goals. In this chapter, we illustrate these types of assessment in more detail and give examples to demonstrate the process of making intervention decisions based on assessment data.

IDENTIFYING STUDENTS' LEARNING NEEDS

Although there are several commercial reading assessment tools that are appropriate for use in the beginning reading stages, we use the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) in our examples in this book for several reasons. DIBELS is a widely used and highly respected assessment system for kindergarten through sixth grade. Reliability and validity have been established over years of research (Good, Simmons, & Kame'enui, 2001; Kaminski & Good, 1996). The subtests of the DIBELS assessment system represent a sound, research–validated sequence of reading skills that align with most states' curriculum standards. The DIBELS assessment system uses established benchmarks, or performance standards, to indicate at what point a student should master the skills. Last, we use the DIBELS assessments in our examples here bec

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Table of Contents


About the Authors
Foreword
Acknowledgments

I. Overview

  1. Introduction to Reading Intervention
  2. Providing Classroom-Based Reading Intervention
  3. Using Assessment to Guide Intervention
  4. How to Use This Book: The Nuts and Bolts of Implementing Intervention

II. Classroom Activities

  1. Phonological Awareness

FOCUS ON: Rhyming
FOCUS ON: Onset-Rime and Phonemic Awareness
FOCUS ON: Segmenting and Blending

  1. Alphabetic Principle

FOCUS ON: Letter-Sound Correspondence
FOCUS ON: Adding Sounds
FOCUS ON: Deleting Sounds
FOCUS ON: Substituting Sounds
FOCUS ON: Long Vowel Spelling Patterns
FOCUS ON: Variant Vowel Spelling Patterns

  1. Fluency Development
  2. Integrating Vocabulary Development and Comprehension Instruction into Intervention

III. Home-School Connection Activities

BIG IDEA: Phonological Awareness
FOCUS ON: Rhyming
FOCUS ON: Onset-Rime and Phonemic Awareness
FOCUS ON: Segmenting and Blending

BIG IDEA: Alphabetic Principle
FOCUS ON: Letter-Sound Correspondence
FOCUS ON: Adding Sounds
FOCUS ON: Deleting Sounds
FOCUS ON: Substituting Sounds
FOCUS ON: Long Vowel Spelling Patterns
FOCUS ON: Variant Vowel Spelling Patterns

BIG IDEA: Fluency

References
Appendix: Photocopiable Templates
Index

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