Interventions for Reading Problems, Second Edition

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Interventions for Reading Problems, Second Edition

Rafræn bók. Uppl. sendar á netfangið þitt eftir kaup
Rafbók til eignar. Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt. Útgáfa: 2

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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