ERIC Number: ED523292
Record Type: Non-Journal
Publication Date: 2011-Apr
Reference Count: N/A
Handbook of Reading Interventions
O'Connor, Rollanda E., Ed.; Vadasy, Patricia F., Ed.
Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches. This book contains the following: (1) Introduction (Patricia F. Vadasy and Rollanda E. O'Connor); (2) Phoneme Awareness and the Alphabetic Principle (Rollanda E. O'Connor); (3) Preschool Foundations for Reading and Writing Success (Theresa A. Roberts); (4) Phases in Reading Words and Phonics Interventions (Louise Spear-Swerling); (5) Morphemic Approaches for Reading Words (Terezinha Nunes and Peter Bryant); (6) Teaching Spelling to Students with Learning Difficulties (Michael M. Gerber and Catherine Richards-Tutor); (7) Making Vocabulary Interventions Engaging and Effective (Margaret G. McKeown and Isabel L. Beck); (8) Fluency Problems: When, Why, and How to Intervene (Roxanne Hudson); (9) Main Idea and Summarization Instruction to Improve Reading Comprehension (Asha K. Jitendra and Meenakshi Gajria); (10) Metacognition to Improve Reading Comprehension (Janette K. Klingner, Ann Morrison, and Amy Eppolito); (11) Teaching Narrative and Expository Text Structure to Improve Comprehension (Joanna P. Williams and Lisa S. Pao); (12) Peer-Mediated Approaches (Mary Abbott, Charles R. Greenwood, Jay Buzhardt, Howard P. Wills, and Barbara Terry); (13) Supplemental Reading Instruction by Paraeducators and Tutors: Recent Research and Applications (Patricia F. Vadasy); (14) On the Comprehension and Production of Written Texts: Instructional Activities That Support Content-Area Literacy (Ralph P. Ferretti and Susan De La Paz); (15) Cultural Aspects of Teaching Reading with Latino English Language Learners (Michael J. Orosco and Rollanda E. O'Connor); and (16) Teaching Older Students to Read (Rollanda E. O'Connor and Vanessa Goodwin).
Descriptors: Expertise, Evidence, Reading Comprehension, Learning Problems, Text Structure, Spelling, Reading, Learning Disabilities, Second Language Learning, Teaching Methods, Intervention, Reading Difficulties, At Risk Students, Literacy, Instructional Effectiveness, Word Recognition, Educational Innovation, Reading Fluency, Writing Skills, Preschool Education, Limited English Speaking, Hispanic American Students, Phonemic Awareness, Phonics, Metacognition, Tutors, Content Area Reading, Cultural Influences
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com
Publication Type: Books; Collected Works - General; Guides - General
Education Level: Early Childhood Education; Elementary Education; Preschool Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324G060039