Interventions for Reading Success / Edition 1

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Overview

With an extensive menu of lessons that take just 20-30 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.

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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 Dimino is a Senior Reseach Associate with the Instructional Group in Los Alamitos, California.

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 Angeles. Dr. Windmueller serves as a consultant in reading for state and local education agencies.

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Chapter 8: Vocabulary Development
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Table of Contents


Alignment to the Common Core State Standards
About the Authors
Acknowledgments
Section I Overview
  1. Introduction to Reading Intervention
  2. Reading Intervention and Response toIntervention in Schools
  3. Using Assessment to Guide Intervention
  4. How to Use the Activities in This Book: The Nutsand Bolts of Implementing Intervention
  5. Section II Classroom Activities
  6. Phonological Awareness
  7. FOCUS ON: Rhyming
    FOCUS ON: Onset–Rime
    FOCUS ON: Segmenting and Blending
  8. Alphabetic Principle
  9. 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
    FOCUS ON: Multisyllabic Decoding
  10. Fluency with Connected Text
  11. FOCUS ON: Reading Fluency and Accuracy
    FOCUS ON: Classroom Management
    FOCUS ON: Word-Level Fluency
    FOCUS ON: Passage-Level Fluency
  12. Vocabulary Development
  13. FOCUS ON: Active Use of New Words
    FOCUS ON: Deepening Understanding of Words
  14. Chapter 9 Comprehension
  15. FOCUS ON: Reading Comprehension Strategies
    FOCUS ON: Working with Partners
Section III Home–School Connection Activities
Phonological Awareness
Alphabetic Principle
Fluency with Connected Text
References
Index
Index
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