Efnisyfirlit

• Cover
• The Guilford Practical Intervention in the Schools Series
• Title Page
• Copyright Page
• Dedication Page
• About the Authors
• Contents
• 1. Introduction and Overview
  • Characteristics of the Approach Taken in This Book
  • A Brief Overview of the Second Edition
• 2. Where Do You Start as a Consultant?
  • Reading Targets across the Continuum of Reading Proficiency
  • Qualities and Characteristics of Effective Reading Instruction
    • The Instructional Hierarchy
    • Prerequisite Skills
    • Teaching Materials and Difficulty Levels
    • Other Qualities of Teaching Materials
    • Summarizing with an Example
    • Sufficient Time for Learning and Meaningful Active Engagement
    • Responsive Instruction
  • Identifying the Entry Point for Intervention Efforts
    • Too Much Effort for Too Little Yield
    • Unsound Instructional Environment
    • Conflicting Organizational Priorities
    • Unwillingness to Cooperate
    • The Right Questions Are Not Being Asked
  • Internet Resources
    • Aimsweb
    • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
    • Headsprout
    • Intervention Central
    • National Center on Intensive Intervention (NCII)
    • National Center on Progress Monitoring
    • National Reading Panel
• 3. Multi-Tiered Reading Interventions
  • The Origins of Response to Intervention as a Multi-Tiered Intervention Model
  • How Multi-Tiered Interventions Are Structured in Response to Intervention
  • Evaluating and Selecting a Strong Core Curriculum
    • Looking for Research-Based Curricula
    • Using Screening Data to Evaluate Your Core Reading Curriculum
    • Common Problems with Core Curricula
  • Making Adjustments within Tiers
  • Conclusions
• 4. Diverse Learners
  • Who Are English Learners?
  • Evidence-Based Guidelines and Practices for English Learners
    • Formative Assessment
    • Small-Group Interventions
    • Heterogeneous Ability Groupings
    • High-Quality Vocabulary Instruction
    • Academic Language and the Use of Supplementary Materials
  • How to Appropriately Assess English Learners
  • Determining Areas for Growth
  • Conclusions
• 5. Early Literacy
  • What Is Early Literacy?
    • Definition
    • Phonological Awareness and Phonemic Awareness
    • Letter Sounds and the Alphabetic Principle
    • Phonics
  • Why Is It Difficult for Some Students to Establish Proficient Early Literacy Skills?
  • Recommendations for Early Literacy Instruction in a Multi-Tiered Framework
    • Key Features of Good Content Instruction (What to Teach) in Early Literacy
    • Key Features of Good Delivery of Instruction (How to Teach) in Early Literacy
    • Case Example
    • Selecting an Intervention Based on Assessment Data
    • Instructional Program Examples
    • Case Example Revisited
  • Conclusions
  • APPENDIX 5.1. Additional Early Literacy Intervention Package Resources
    • Whole-Class Instruction
    • Small-Group Instruction
    • Computer Software
• 6. Producing Measurable Increases in Reading Fluency
  • Why Is Fluency Important?
    • Fluent Readers Are More Likely to Comprehend
    • Fluent Readers Are More Likely to Choose to Read
    • Fluent Reading Is Less Effortful
    • Fluency-Induced Spirals
  • Assessing Reading Fluency Using Curriculum-Based Measurement
    • Curriculum-Based Measurement Oral Reading Fluency Assessment Materials
  • Empirically Validated Reading Interventions
    • Repeated Readings
    • Phrase Drill Error Correction
    • Performance Feedback
    • Modeling: Listening While Reading
    • Teaching Words in Isolation
  • The Context for Reading Intervention: Putting the Components Together
    • Prioritizing Intervention Strategies
    • When You Can’t Go Lower in the Curricular Basal Series
    • Classwide Peer Tutoring
  • Conclusions
• 7. Vocabulary
  • Why Is It Important to Teach Vocabulary?
  • Instructional Strategies for Increasing Vocabulary
    • Strategies for All Students as Word Learners
    • Strategies for Young Word Learners
    • Strategies for Older Word Learners
    • Putting It All Together
  • Assessing Vocabulary Knowledge
    • The What and How of Sensitive Vocabulary Assessments
    • What Standardized Norm-Referenced Vocabulary Assessments Can Tell You
  • Intensifying Vocabulary Instruction in a Multi-Tiered Framework
    • Modeling
    • Scaffolding
    • Feedback
    • Intensifying Vocabulary Instruction for English Learners
  • Conclusions
• 8. Reading Comprehension
  • What Is Reading Comprehension?
  • Reading Activities Appropriate for the Reader
    • Prereading or Previewing Comprehension Activities
    • Comprehension Activities and Strategies during Reading
    • Postreading Comprehension Activities
    • Combining Procedures
  • Text Choices
    • What Texts Should Teachers Choose?
    • What Are Appropriate Self-Selected Books?
  • Reinforcing Reading Comprehension
    • Intervening with Feedback and Reinforcement
    • Intensifying and Pacing Instruction
  • Assessment
    • Oral Retell Measures of Comprehension
    • Examiner-Written Comprehension Questions
    • Rate of Comprehension
    • Cautious Decision Making Based on Comprehension Assessment
  • Conclusions
• 9. Accountability: Are You Making a Measurable Difference?
  • The Measure of Professional Performance
  • The Importance of Accountable Practice
    • Overcoming Sources of Professional Error in Practice
    • The Need for Local Validation of Outcomes for Professional Services
    • It Starts with the Individual
    • The Changing Context for Meeting the Needs of Students with Reading Problems
  • Rounding Out Your Reading Intervention-Based Services with an Accountability Component
    • An Explicit Model of Service Delivery
    • An Explicit Model of Accountability
    • Data Summarization Methods
    • Pulling the Data Together and Reporting Results
    • Gauging Your Outcomes: Establishing a Basis for Comparison
    • Sharing Your Results with Others
  • Wrapping Up
• References
• Index
• About Guilford Press
• Discover Related Guilford Books

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