9781593850814

This comprehensive, user-friendly guide meets a growing need for school psychologists and other practitioners called on to work with struggling readers and their teachers. Presented are a systematic framework and a wealth of step-by-step strategies for targeting key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based assessment and intervention practices that do not require major curricular change and can be applied with students of varying ages and ability levels. Featuring over 35 reproducible assessment and instructional tools--in a large-size format for ease of photocopying and use--the book also offers practical pointers for establishing an effective consultation relationship and documenting student progress over time.

Edward J. Daly III, PhD, is Associate Professor of Educational (School) Psychology at the University of Nebraska/n-/Lincoln and Program Director of the School Psychology program. Dr. Daly received his doctorate from Syracuse University in 1992 and worked for several years as a school psychologist before becoming a trainer of school psychologists in 1995. His research interests include the application of principles of behavior analysis to resolving children's reading problems. He is especially interested in developing usable and useful technologies for assessing and intervening with children who display reading deficits. Dr. Daly has published numerous articles, books, and book chapters in the fields of school psychology and applied behavior analysis. He previously served as Associate Editor of [i]School Psychology Review[/i] and [i]School Psychology Quarterly[/i], and currently serves as guest action editor and reviewer for a number of professional journals.

Sandra Chafouleas, PhD, is currently Assistant Professor in the School Psychology program at the University of Connecticut. Previously, Dr. Chafouleas directed the School Psychology program at Plattsburgh State University of New York. In both positions, she has provided training in behavioral assessment and intervention to future and practicing school psychologists. She also has taught courses in academic and intellectual assessment, ethics, and the roles and functions of school psychologists. Dr. Chafouleas currently serves on the editorial boards of [i]School Psychology Review[/i], [i]School Psychology Quarterly[/i], and [i]Psychology in the Schools[/i]. Her primary areas of research interest involve the prevention of reading difficulties and the application of evidence-based strategies to the classroom. Prior to becoming a university trainer, Dr. Chafouleas worked as a school psychologist and school administrator in a variety of settings dealing with children with behavior disorders.

Christopher H. Skinner, PhD, received his doctorate in school psychology from Lehigh University in 1989. He is a Fellow of the American Psychological Association and received the Lightner Witmer Award in 1995 for outstanding scholarship from a young academic or professional. Dr. Skinner is coeditor of the [i]Journal of Behavioral Education[/i]. His research interests include academic interventions, learning and skill development, behavioral and curriculum-based assessment, and single-subject research methodologies. As a behavioral school psychologist, Dr. Skinner's work reflects a commitment to advancing the science of school psychology through applied and theoretical research. As a former special education teacher, his research also focuses on applied procedures that can be used to prevent and remedy student problems. Currently he serves as coordinator of School Psychology Programs at the University of Tennessee.

List of Tables, Figures, and Worksheets

xiii

Introduction and Overview

1

(7)

Characteristics of the Approach Taken in This Book

3

(3)

Brief Overview of the Book

6

(2)

Where Do You Start as a Consultant?

8

(16)

Reading Targets across the Continuum of Reading Proficiency

9

(2)

Qualities and Characteristics of Effective Reading Instruction

11

(7)

The Instructional Hierarchy

11

(2)

Prerequisite Skills

13

(1)

Teaching Materials and Difficulty Levels

13

(2)

Other Qualities of Teaching Materials

15

(1)

Summarizing with an Example

16

(1)

Sufficient Time for Learning and Meaningful Active Engagement

17

(1)

Responsive Instruction

17

(1)

Identifying the Entry Point for Intervention Efforts

18

(4)

Too Much Effort for Too Little Yield

19

(1)

Unsound Instructional Environment

20

(1)

Conflicting Organizational Priorities

20

(1)

Unwillingness to Cooperate

21

(1)

The Right Questions Are Not Being Asked

21

(1)

Internet Resources

22

(2)

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

22

(1)

Edformation

22

(1)

Headsprout

22

(1)

Institute for the Development of Educational Achievement (IDEA)

23

(1)

Intervention Central

23

(1)

National Reading Panel

23

(1)

Selecting and Monitoring Early Literacy Interventions

24

(49)

What Is Early Literacy?

25

(4)

Definition

25

(1)

Phonological Awareness

26

(2)

Letter Knowledge

28

(1)

Understanding How It All Goes Together

28

(1)

Why Is Proficiency with Early Literacy Skills Difficult for Some Students to Achieve?

29

(1)

How Should We Assess Early Literacy?

30

(7)

Characteristics of a Good Assessment Technique

30

(1)

Selecting an Assessment Technique

31

(2)

Interpreting the Information

33

(3)

Case Example

36

(1)

How Should We Provide Early Literacy Intervention?

37

(6)

Characteristics of a Good Intervention

37

(3)

Selecting an Intervention

40

(2)

How Do I Know If the Intervention Is Working?

42

(1)

Case Example

42

(1)

Summary

43

(30)

Producing Measurable Increases in Reading Fluency

73

(38)

Why Is Fluency Important?

74

(2)

Fluent Readers Are More Likely to Comprehend

74

(1)

Fluent Readers Are More Likely to Choose to Read

75

(1)

Fluent Reading Is Less Effortful

76

(1)

Assessing Reading Fluency Using CBM

76

(12)

Why Conduct Oral Reading Fluency Assessments?

76

(1)

Reading Fluency Probes

77

(6)

Steps and Interpretation of Oral Reading Fluency Assessments

83

(5)

Empirically Validated Reading Interventions

88

(9)

Repeated Readings

89

(5)

Phrase Drill Error Correction

94

(1)

Performance Feedback

95

(1)

Modeling: Listening while Reading

96

(1)

Teaching Words in Isolation: Folding-In

96

(1)

The Context for Reading Intervention: Putting the Components Together

97

(7)

Prioritizing Intervention Strategies

99

(1)

When You Can't Go Lower in the Curricular Basal Series

100

(1)

Classwide Peer Tutoring

100

(4)

Conclusions

104

(7)

Reading Comprehension

111

(38)

Prereading/Previewing Comprehension Activities

111

(11)

Clarify the Purpose of Reading

112

(1)

Help Students Estimate the General Content of the Text

113

(1)

Teach the Tells Procedure: Title-Examine-Look-Look-Setting

114

(1)

Preteach Vocabulary

115

(1)

Preteach Concepts

116

(4)

Choosing What Students Read

120

(2)

Comprehension Activities during Reading

122

(6)

Reading Comprehension Activities

122

(2)

Expository Text

124

(2)

Student Comprehension during Reading

126

(1)

Concluding Remarks on Comprehension Strategies Used during Reading

127

(1)

Postreading Comprehension Activities

128

(2)

Summarization

128

(1)

Question-and-Answer Relationship Training

129

(1)

Combining Procedures

130

(1)

Strategic Note Taking

130

(1)

SQ3R: Survey, Question, Read, Recite, and Restate

130

(1)

Multipass Strategy

130

(1)

POSSE: Predict, Organize, Search, Summarize, and Evaluate

131

(1)

Using Rewards to Improve Comprehension

131

(2)

Assessment

133

(6)

Oral Retell Measures of Comprehension

133

(3)

Examiner-Written Comprehension Questions

136

(1)

Rate of Comprehension

137

(1)

Cautious Decision Making Based on Comprehension Assessment

138

(1)

Concluding Comments on Comprehension Strategies

139

(10)

Accountability: The Measure of Professional Performance

149

(28)

The Importance of Accountable Practice

150

(5)

Overcoming Sources of Professional Error in Practice

151

(1)

The Need for Local Validation of Outcomes for Professional Services

151

(2)

The Changing Context for Meeting the Needs of Students with Reading Problems

153

(2)

Rounding Out Your Reading Intervention-Based Services with an Accountability Component

155

(19)

An Explicit Model of Service Delivery

155

(1)

An Explicit Model of Accountability

155

(2)

Data Summarization Methods

157

(6)

Pulling the Data Together and Reporting Results

163

(3)

Gauging Your Outcomes: Establishing a Basis for Comparison

166

(5)

Sharing Your Results with Others

171

(3)

Conclusion

174

(3)

References

177

(12)

Index

189

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Interventions for Reading Problems, First Edition Designing and Evaluating Effective Strategies

Interventions for Reading Problems, First Edition Designing and Evaluating Effective Strategies

1593850816

Summary

Author Biography

Table of Contents

Supplemental Materials