I. A Comprehensive Approach to Early Intervention
1. The Interactive Strategies Approach
2. Responsive Instruction
3. Motivation to Read and Write
II. Learning the Alphabetic Code
4. Purposes and Conventions of Print
5. Phonological Awareness
6. Letter Naming and Letter Formation
7. Letter–Sound Association
8. The Alphabetic Principle and the Alphabetic Code—Early
Development
9. Phonograms and Word Families
10. The Alphabetic Principle and the Alphabetic Code—Later
Development
11. Morphological Units and Multisyllabic Words
III. Word Learning
12. Strategic Word Learning
13. High-Frequency Word Learning
IV. Meaning Construction
14. Fluency
15. Vocabulary and Oral Language Development
16. Comprehension and General Knowledge
V. Implementing Intensified Instruction
17. Small-Group and One-to-One Intervention
18. Revisiting and Concluding
References
Index
Donna M. Scanlon, PhD, is Professor in the Department of Literacy
Teaching and Learning 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 and remediating reading difficulties. Findings from
studies that she and her colleagues conducted 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 in
young children and remediate reading difficulties among older
children.
Kimberly L. Anderson, PhD, is Assistant Professor at East Carolina
University in Greenville, North Carolina, where she teaches K-2
literacy methods courses in the Department of Literacy Studies,
English Education, and History Education. Her current research
focuses on improving small-group, supported literacy instruction in
the kindergarten classroom and the relationships between teacher
knowledge, teacher practice, and student outcomes with regard to
the foundations of reading development. Dr. Anderson worked for
several years as a research associate at the Child Research and
Study Center, University at Albany, and has contributed to the
research on the Interactive Strategies Approach (ISA) by serving as
an intervention teacher in an early study; by providing
professional development for teachers learning to implement the ISA
in the early primary grades in both classroom and intervention
settings; and by collaborating with preservice educators from
institutions across New York State on enhancing preservice teacher
knowledge related to early literacy development and
instruction.
Joan M. Sweeney, MSEd, is a Reading/Literacy Specialist in the
North Colonie Central School District in Latham, New York.
Previously, she was a research associate in the Child Research and
Study Center, University at Albany, where she provided intervention
for struggling readers, supervised intervention teachers, and
coached classroom teachers utilizing the ISA to support children’s
literacy development.
"A lot of people talk about research-based practice, but Scanlon
and colleagues deliver. They draw on their own and others' research
to show how we can greatly reduce the prevalence of reading
difficulties. The book addresses many facets of literacy
development--from phonological awareness to reading
comprehension--and shows how to organize instruction to respond to
each child's needs. I am thrilled that the authors have developed a
second edition of this book! I used the first edition in my
preservice literacy methods course and as a trusted resource in my
work with practicing teachers, and the second edition provides even
more guidance. If you are an early literacy teacher educator,
coach, or specialist, I strongly urge you to put this book on your
reading list. You won't be disappointed."--Nell K. Duke, EdD,
School of Education, University of Michigan
"If you really want to know how to teach young children to read,
this is a good place to start. In their second edition, the authors
have perfected the ISA, based on hundreds of hours of work with
beginning readers. What is truly remarkable is the degree of detail
about every aspect of the beginning reading lesson, from
phonological awareness to fluency. I would use this book as a
primary text in an elementary methods course or in a graduate
reading specialist or special education course."--Heidi Anne E.
Mesmer, PhD, School of Education, Virginia Tech
"What a fantastic resource for anyone who teaches reading in the
primary grades! What sets the second edition apart for me is that
every section now includes an excellent discussion of possible
challenges for English learners (ELs), along with recommendations
for instructional modifications, making it a great resource for EL
educators as well as reading teachers."--Karen L. Ford, PhD,
Department of Curriculum, Instruction, and Special Education,
University of Virginia
"A valuable resource for all early elementary teachers, whether
they want to improve their implementation of reading interventions
or build knowledge about effective reading instruction more
generally. Detailed descriptions of research-based practices, along
with many practical tools, make intervention planning and
implementation more feasible."--Jeanne Wanzek, PhD, Professor and
Currey-Ingram Endowed Chair, Department of Special Education,
Vanderbilt University
"I used the first edition of this text in professional development
courses with practicing teachers, reading specialists, and
administrators, and I'm delighted to see the second edition. The
ISA is responsive to students and it empowers teachers as
professional decision makers. This is a refreshing approach in
contrast to prepackaged intervention materials or scripted reading
programs. The content in this text is firmly based on sound
research and is presented in an approachable manner."--Seth A.
Parsons, PhD, College of Education and Human Development, George
Mason University -
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