9781606238530

This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention models.

Donna M. Scanlon, PhD, is Professor in the Reading Department at the University at Albany, State University of New York. Dr. Scanlon has spent most of her career studying children’s reading difficulties. Her studies have focused on the relationships between instructional characteristics and success in learning to read and on developing and evaluating approaches to preventing early reading difficulties. Findings from studies that she and her colleagues conducted have contributed to the emergence of response to intervention as a process for preventing reading difficulties and avoiding inappropriate and inaccurate learning disability classifications. Most recently, Dr. Scanlon’s work has focused on the development of teacher knowledge and teaching skill among both preservice and inservice teachers for the purpose of helping teachers to prevent reading difficulties. Kimberly L. Anderson, PhD, is a research associate in the Child Research and Study Center at the University at Albany, State University of New York, and an adjunct instructor in the University’s Reading Department. Dr. Anderson has contributed to the Center’s research on the interactive strategies approach (ISA) by serving as an intervention teacher; by providing professional development for teachers learning to implement the ISA in the early primary grades in both classroom and intervention settings; and, most recently, by collaborating with preservice educators from institutions across New York on enhancing preservice teacher knowledge related to literacy instruction. She worked for many years as a school psychologist at the elementary level and has spent several years as a reading teacher at the primary level, utilizing the ISA to provide small-group intervention to kindergartners and first-grade students. Joan M. Sweeney, MSEd, is a reading teacher in the North Colonie Central School District in Latham, New York. Previously, she was a research associate in the Child Research and Study Center at the University at Albany, State University of New York, where she provided intervention for struggling readers, supervised intervention teachers, and coached classroom teachers utilizing the ISA to support children’s literacy development.

A Comprehensive Approach to Early Intervention	p. 1
The Interactive Strategies Approach	p. 3
Characteristics of the ISA	p. 4
Studies of the ISA	p. 6
The ISA and Response to Intervention	p. 8
Reading Is a Complicated Process and Requires Comprehensive Instruction	p. 9
Children Who Struggle with Literacy Acquisition	p. 12
Instructional Goals in the ISA	p. 14
General Principles for Preventing Reading Difficulties	p. 19
Organization of the Book	p. 25
Responsive Classroom Instruction	p. 26
Classroom Instruction in an RTI Context	p. 27
Developing a Language Arts Program for Readers at Multiple Levels	p. 29
A Week and a Day in First Grade	p. 32
Small-Group Literacy Instruction	p. 41
Interventions Beyond the Classroom	p. 46
Motivation to Read and Write	p. 51
Promoting Interest in Books	p. 52
Developing a Sense of Confidence and Competence	p. 55
Attributions for Success	p. 58
Goal Orientation: Intrinsic versus Extrinsic Motivation	p. 60
Documenting Literacy Motivation	p. 62
Motivation and RTI	p. 62
Learning the Alphabetic Code	p. 65
Introduction	p. 65
Purposes and Conventions of Print	p. 69
The Purposes of Print	p. 69
Conventions of Print	p. 71
Evaluating and Documenting Children's Progress	p. 73
Phonological Awareness	p. 76
Phonemic Awareness versus Phonics	p. 77
Why is Phonemic Awareness Important?	p. 78
Phonemic Awareness and Reading Problems	p. 79
Instructional Influences on the Development of Phonemic Awareness	p. 79
Why is it Difficult for Some Children to Notice/Attend to Phonemes?	p. 80
Assessing Phonological Awareness	p. 82
Grouping and Pacing	p. 84
Activities for Promoting (and Assessing) Phonological Awareness	p. 84
Evaluating and Documenting Children's Progress	p. 105
Letter Naming	p. 107
Assessing Letter Knowledge	p. 108
Choosing Letters for Instruction	p. 110
Sequence of Objectives for Learning about Letters	p. 110
Letter Recognition	p. 112
Letter Naming	p. 118
Evaluating and Documenting Children's Progress in Letter Identification	p. 121
Letter Production	p. 121
Evaluating and Documenting Children's Progress in Letter Production	p. 124
Letter-Sound Association	p. 126
The Link between Letter Names and Letter Sounds	p. 126
Selecting and Using Key Words (Mnemonics)	p. 129
Teaching and Practicing Letter Sounds	p. 132
Evaluating and Documenting Children's Progress in Letter-Sound Knowledge	p. 138
The Alphabetic Principle and the Alphabetic Code	p. 139
Early Development of Skill in Using the Alphabetic Code	p. 140
Teaching the Concept of the Alphabetic Principle: Beginning Letters	p. 141
Teaching the Concept of the Alphabetic Principle: Ending Letters	p. 144
Later Development of Skill in Using the Alphabetic Code	p. 147
Evaluating and Documenting Children's Progress	p. 170
Larger Orthographic Units and Multisyllabic Words	p. 174
Phonograms and Word Families	p. 175
Decoding Words with Multiple Syllables	p. 181
Evaluating and Documenting Children's Progress in Using Larger Orthographic Units	p. 185
Word Learning	p. 187
Introduction	p. 187
Strategic Word Learning	p. 199
Approaches to Word Identification	p. 200
Strategic Word Learning	p. 204
Teaching to Promote the Use of Word Identification Strategies	p. 207
Word Identification Strategy-Focused Instruction	p. 217
Evaluating and Documenting Children's Progress	p. 225
High-Frequency Word Learning	p. 227
Early Instruction of High-Frequency Words	p. 227
Later Instruction of High-Frequency Words and Building Automaticity	p. 239
Evaluating and Documenting Children's Progress	p. 248
Meaning Construction	p. 251
Introduction	p. 251
Vocabulary and Oral Language Development	p. 255
Language and Reading	p. 256
Instruction to Support Vocabulary Development	p. 259
Interactive Read-Alouds and Conversations to Promote the Development of Vocabulary and Oral Language	p. 264
Evaluating and Documenting Children's Progress	p. 274
Comprehension and General Knowledge	p. 276
The Process of Comprehension	p. 276
Active Meaning Construction	p. 277
Levels of Comprehension	p. 278
Knowledge and Comprehension	p. 279
Instruction and Knowledge Development	p. 282
Comprehension Instruction	p. 284
Evaluating and Documenting Children's Progress	p. 294
Implementing Intensified Instruction	p. 299
Introduction	p. 299
Small-Group and One-to-One Intervention	p. 303
Coordination across Instructional Settings	p. 304
Goals of Instruction	p. 305
Intervention Lessons: General Overview	p. 306
A Complete Small-Group Lesson	p. 329
Intensifying Instruction: One-to-One Intervention	p. 339
A Proposed Model for Multi-Tiered Intervention	p. 344
Kindergarten	p. 344
First Grade	p. 348
Second Grade and Beyond	p. 351
A Final Word on Assessment	p. 352
References	p. 353
Index	p. 364
Table of Contents provided by Ingram. All Rights Reserved.

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Early Intervention for Reading Difficulties, First Edition The Interactive Strategies Approach

Early Intervention for Reading Difficulties, First Edition The Interactive Strategies Approach

1606238531

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Author Biography

Table of Contents

Supplemental Materials