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Intervention Strategies to Follow Informal Reading Inventory Assessment
Intervention Strategies to Follow Informal Reading Inventory Assessment
JoAnne Caldwell Meer over de auteurs
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Intervention Strategies to Follow Informal Reading Inventory Assessment

So What Do I Do Now?
Specificaties
Paperback, blz. | Engels
Pearson Education | e druk, 2012
ISBN13: 9780132907088
Rubricering
Pearson Education e druk, 2012 9780132907088
€ 65,74
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Samenvatting

              Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?, 3/e

JoAnne Schudt Caldwell and Lauren Leslie

 

This one-of-a-kind book identifies practical reading intervention strategies based on students' informal reading inventory results.

 

Today teachers need valid research-based measures for reading improvement, assessments to determine students' reading abilities, and intervention strategies to guide students back on track. To help teachers connect students' performance and evaluation to instruction, best-selling authors JoAnne Caldwell and Lauren Leslie outline practical intervention strategies that are aligned with any informal reading inventory. Targeting the latest research, the Third Edition includes new student case studies, more writing applications, a focus on teaching with classroom materials, and a new PDToolkit (available either with the book or alone).

 

 

 

New! Improvements to this edition to include: More on the use of classroom materials and textbooks in an intervention lesson—see Chapter 1. More on teaching academic vocabulary—see Chapter 8 and the PDToolkit. A greater focus on improving sentence comprehension—see Chapter 12. Sections devoted to Application to Adolescents and Application to ELLs—see Chapter 1 and Chapters 5–12. Sections devoted to Response to Intervention—see Chapter 1 and Chapters 5–12. The latest information on intervention research and literacy practices—see Chapters 1, 3, 4, 5, 6, 7, 8, 9, 10, 11.

 

 

JoAnne Schudt Caldwell is the co-author/author of seven titles including The Qualitative Reading Inventory-5 and Reading Problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and is Professor Emerita at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

 

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-5. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, “Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.

Specificaties

ISBN13:9780132907088
Taal:Engels
Bindwijze:Paperback
Uitgever:Pearson Education
Hoofdrubriek:Mens en maatschappij

Inhoudsopgave

<p style="MARGIN: 0px">Chapter One: An Overview of Reading Instruction for Struggling Readers&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Reading Instruction–Past and Present Perspectives&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Successful Intervention — A New Perspective</p> <p style="MARGIN: 0px">Principles of Effective Intervention Programs&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Current Issues </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Two: Patterns of Reading Difficulty&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">General Patterns&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Defining a Student’s Reading Level&nbsp; </p> <p style="MARGIN: 0px">Reading Level: An Indicator of Problem Severity&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Reading Level: An Indicator of Word Identification Proficiency&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Reading Level: An Indicator of Comprehension Proficiency&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Designing the Intervention Focus&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Three: The Structure of Intervention Sessions </p> <p style="MARGIN: 0px">The Importance of Consistent Structure&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Individual Intervention Structures K-5</p> <p style="MARGIN: 0px">Group Intervention Structures K-5&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Intervention Structures 6-12</p> <p style="MARGIN: 0px">Classroom Intervention Structures That Foster the Growth of Struggling Readers</p> <p style="MARGIN: 0px">Designing Your Own Structure&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings</p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Four: Phonological Awareness&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">What Is Phonological Awareness and Why Is It Important? </p> <p style="MARGIN: 0px">The Importance of Rhyme&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Informal Reading Inventory as an Indicator of Rhyme Knowledge&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Phonological Awareness Instruction </p> <p style="MARGIN: 0px">The Importance of Phonemic Awareness&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Developing Phonemic Awareness Aurally&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Writing</p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Five: Word Identification Instruction: Phonics and More&nbsp;&nbsp; </p> <p style="MARGIN: 0px">What Is Systematic Phonics Instruction?&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Informal Reading Inventory as an Indicator of Problems with Word Identification&nbsp; </p> <p style="MARGIN: 0px">Guidelines for Exemplary Phonics Instruction&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Teaching Consonant Sounds Using Shared Reading </p> <p style="MARGIN: 0px">Procedures for Teaching Consonant Sounds Using Shared Reading</p> <p style="MARGIN: 0px">Teaching Vowel Sounds: Using Spelling Patterns to Read by Analogy&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Importance of Cross-Checking&nbsp;&nbsp; </p> <p style="MARGIN: 0px">How to Learn Words That Are Difficult to Decode&nbsp; </p> <p style="MARGIN: 0px">Putting It All Together: Guided Reading&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Teacher Prompting during Oral Reading&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Spelling</p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Six: Word Identification Instruction: Fluency&nbsp; </p> <p style="MARGIN: 0px">The Importance of Fluency&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Informal Reading Inventory as an Indicator of Lack of Fluency&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">General Principles for Developing Fluency&nbsp; </p> <p style="MARGIN: 0px">Instructional Activities for Developing Fluency&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Seven: Prior Knowledge and Concept Development&nbsp;&nbsp; </p> <p style="MARGIN: 0px">How Prior Knowledge Affects Comprehension&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">How to Assess Prior Knowledge&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Building a Knowledge Base: Concept Development </p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Eight: Vocabulary Learning</p> <p style="MARGIN: 0px">The Importance of Vocabulary Learning&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Informal Reading Inventory as an Indicator of Vocabulary Learning&nbsp;&nbsp; </p> <p style="MARGIN: 0px">General Principles for Developing Vocabulary Learning&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Instructional Activities for Fostering Word Learning&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Writing</p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Appendix </p> <p style="PAGE-BREAK-AFTER: avoid; BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; LINE-HEIGHT: normal; MARGIN: 0px; BORDER-TOP: medium none; BORDER-RIGHT: medium none; mso-pagination: widow-orphan; mso-padding-alt: 0in 0in 0in 0in" occn="">&nbsp;</p> <p style="MARGIN: 0px">Chapter Nine: Comprehension Instruction: Retelling Narrative Text&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Importance of Retelling</p> <p style="MARGIN: 0px">What is an Effective Retelling?</p> <p style="MARGIN: 0px">How is an Understanding of Narrative Structure Developed?&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Informal Inventory as an Indicator of Ability to Retell Narrative Text </p> <p style="MARGIN: 0px">General Principles for Developing Narrative Retelling&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Biographies: Bridging Narrative and Expository Text&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Writing</p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Ten: Comprehension Instruction: Expository Retelling&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Retelling Expository Text&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">General Principles for Developing Effective Expository Retellings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Instructional Strategies for Constructing Expository Retellings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Expository Idea Map&nbsp; </p> <p style="MARGIN: 0px">Main Idea Map&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Writing</p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Appendix </p> <p style="BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; LINE-HEIGHT: normal; MARGIN: 0px; BORDER-TOP: medium none; BORDER-RIGHT: medium none; mso-pagination: widow-orphan; mso-padding-alt: 0in 0in 0in 0in" occn="">&nbsp;</p> <p style="MARGIN: 0px">Chapter Eleven: Comprehension Instruction: Answering Questions&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Complexity of Answering Questions&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">The Importance of Self-Questioning </p> <p style="MARGIN: 0px">The Informal Reading Inventory as an Indicator of Ability to Answer Questions&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">General Principles for Helping Students to Answer Questions&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Instructional Activities for Answering Questions&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Writing</p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; Application to Adolescent Learners&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 206</p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Twelve: Comprehension Instruction: General Interactive Strategies</p> <p style="MARGIN: 0px">The Importance of Comprehension Strategies</p> <p style="MARGIN: 0px">The Informal Reading Inventory as an Indicator of Problems with Comprehension&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Frameworks for Interactive Teaching of Comprehension Strategies&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Writing</p> <p style="MARGIN: 0px">Application to English Language Learners&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Application to Adolescent Learners&nbsp; </p> <p style="MARGIN: 0px">Response to Intervention&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">References and Recommended Readings&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">&nbsp;</p> <p style="MARGIN: 0px">Chapter Thirteen: Pulling It All Together: Designing the Intervention Structure&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Primary Level </p> <p style="MARGIN: 0px">Intermediate Level&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Middle Level&nbsp; </p> <p style="MARGIN: 0px">Generic Intervention Plan&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Summary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Appendix Summary of Intervention Strategies&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </p> <p style="MARGIN: 0px">Index&nbsp;&nbsp; </p>

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