Lift-Off for Early Literacy: Directed Reading Opportunities for Struggling Students

Overview

As early as preschool, children who struggle with emergent literacy skills can benefit from effective response to intervention. Don't wait until later grades when they've already fallen behind—improve their literacy skills now with this evidence-based Tier 2 RTI curriculum, ready for any pre-K educator to pick up and use right away. Created by teachers for teachers, this activity-based curriculum is based on Project Early ID, a successful pilot program that's been improving reading outcomes in Baltimore public ...

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Overview

As early as preschool, children who struggle with emergent literacy skills can benefit from effective response to intervention. Don't wait until later grades when they've already fallen behind—improve their literacy skills now with this evidence-based Tier 2 RTI curriculum, ready for any pre-K educator to pick up and use right away. Created by teachers for teachers, this activity-based curriculum is based on Project Early ID, a successful pilot program that's been improving reading outcomes in Baltimore public schools since 2005. Expertly organizing their lessons into one hands-on, step-by-step guide, the authors give teachers, SLPs, and paraprofessionals eleven complete units of small-group instruction (see box). Educators can use this curriculum with confidence because it
• Is proven effective. Follow-up studies of achievement tests show that the lessons helped increase the percentage of first-grade students reading at grade level to at least 90%.
• Includes verbatim, step-by-step scripts, so any education professional in the pre-K classroom can replicate the authors' success.
• Starts earlier than other curricula. Unlike most reading interventions, this curriculum starts in pre-K-early enough to help struggling students before they fail.
• Lays the foundation for success in the Big Five components identified by the National Reading Panel, especially phonics, phoneme awareness, and vocabulary
• Meets IDEA requirements for providing high quality, evidence-based, differentiated instruction to at-risk students.
• Takes just 20-30 minutes a day, ideal for the shorter attention spans of young children
• Addresses the smallest steps of skill acquisition-critical for pinpointing the source of a child's reading difficulty and providing explicit, targeted instruction
• Works with any other curriculum. Lessons can easily be "dropped" right into any pre-K core curriculum to support struggling learners. Young children will love the enga

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Editorial Reviews

Doug Potts

"I highly recommend the book . . . it may stand as one of the best ones I have seen in 25 years of teaching primary children."

Speech Language Pathology Professor, Chapman University, Orange, CA - Judy K. Montgomery

"A terrific contribution to the field . . . With scores of strategies field tested in real schools, and a friendly teacher script that assures program fidelity, this book makes RTI come alive."

Clinical Professor, Schiefelbusch Speech Language Hearing Clinic, University of Kansas, Lawrence - Betty H. Bunce

"Activities are well-laid out and provide explicit instruction . . . I like that there is a vocabulary component. I also support the fluidity in movement between the tiers (ten days of lessons, then a check) so that a child who makes quick progress can easily return to Tier 1 and that a child who needs more help can receive it."

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Product Details

  • ISBN-13: 9781598570991
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 11/1/2011
  • Edition number: 1
  • Pages: 416
  • Sales rank: 1,030,475
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.90 (d)

Meet the Author

Linda Baker, Ph.D., is Professor and Chair of the Department of Psychology, University of Maryland, Baltimore County.

Charlene Iannone-Campbell, M.A., C.A.S.E., NBCT, is Director of Early Learning for Baltimore City Public Schools. She is dedicated to urban education and is passionate about providing excellent preschool resources to Baltimore’s youngest learners and their families. She has been an educator for 18 years and has served as a classroom teacher, special educator, department head, reading specialist, and mentor-teacher.

Susan Lloyd Lattimore, Ed.M., M.S., has worked with Baltimore City Public School children since 1975 as a special educator, reading specialist, and early literacy teacher leader. Her concern for the plight of struggling readers led her and a team of dedicated colleagues to launch Project Early ID, a response to intervention pilot program that became the basis for this book. From 2005 to 2010, she served as Director of the project, which identifies and addresses early indicators of reading difficulties.

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Read an Excerpt


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Why Rhyme Awareness Is Important
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Table of Contents


Contents of the Accompanying CD-ROM
About the Authors
Foreword
Linda Baker, Ph.D. Preface
For the Reader
Acknowledgments
Chapter 1: Theoretical Framework and Concept Design of DROPPS
Chapter 2: Getting Started with DROPPS
DROPP 1: Rhyme Awareness
DROPP 2: Rhyme Discrimination
DROPP 3: Sentence Segmentation
DROPP 4: Compound Word Blending
DROPP 5: Compound Word Segmentation
DROPP 6: Syllable Awareness
DROPP 7: Syllable Blending
DROPP 8: Syllable Segmentation
DROPP 9: Blending Awareness
DROPP 10: Beginning Sound Alliteration
References
Index

CD-ROM Table of Contents

About This CD-ROM
About the Authors
Permissions
End User License Agreement
Appendix A: OPT DROPP: Rhyme Production
Appendix B: Skill Assessment Checkouts
Appendix C: Sounds
Appendix D: Games
Appendix E: Resources

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