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ERIC Number: ED509904
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 356
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-1-6062-3854-7
ISSN: N/A
Early Intervention for Reading Difficulties: The Interactive Strategies Approach
Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.
Guilford Publications
This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies approach is designed around essential instructional goals related both to learning to identify words and to comprehending text. Detailed guidance is provided on ways to target these goals with K-2 students at risk for reading difficulties. Assessment and instructional strategies for whole-class, small-group, and one-to-one settings are discussed in depth. Numerous reproducible forms for documenting student learning are included. Contents include: (1) The Interactive Strategies Approach; (2) Responsive Classroom Instruction; (3) Motivation to Read and Write; (4) Purposes and Conventions of Print; (5) Phonological Awareness; (6) Letter Naming; (7) Letter-Sound Association; (8) The Alphabetic Principle and the Alphabetic Code; (9) Larger Orthographic Units and Multisyllabic Words; (10) Strategic Word Learning; (11) High-Frequency Word Learning; (12) Vocabulary and Oral Language Development; (13) Comprehension and General Knowledge; (14) Small-Group and One-to-One Intervention; and (15) A Proposed Model for Multi-Tiered Intervention.
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Grade 1; Grade 2; Kindergarten
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A