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This highly practical book helps K–8 teachers implement effective reading interventions that support meaningful comprehension and engage students with interesting, age-appropriate texts. Andrew P. Johnson presents a range of strategies for addressing difficulties in the core areas of word identification, fluency, and comprehension. Packed with illustrative figures, the book provides guidance and tools for assessing reading problems, combining and adapting interventions for particular students, planning writing activities to enhance reading, aligning efforts within a response-to-intervention framework, and designing individualized education programs. Informed by current research, Johnson candidly targets "educational malpractice” and helps readers puzzle through the controversies surrounding dyslexia diagnoses and special education decision making.
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Brain-friendly strategies to help all students become lifelong readers This book is the definitive resource on how the brain creates meaning from print. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include: Information on the importance of emotions in the process of overcoming reading struggles Strategies to promote voluntary reading, even for the most reluctant students Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos
Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI
Grounded in a strong evidence base, this indispensable practitioner guide and text has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K?2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials. See also Comprehensive Reading Intervention in Grades 3?8, by Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors, which presents the Interactive Strategies Approach--Extended (ISA-X) for intermediate and middle grade struggling readers.
This book is designed to be a professional development tool for both preservice and practicing teachers. It provides descriptions, explanations, and examples of a variety of research-based teaching strategies that will enhance your ability to teach effectively. These strategies are appropriate for all teachers (general education, special education, and content area specialists), at all levels (kindergarten through graduate school).
Research-based theories provide the basis for good decision-making in education. As well, teacher effectiveness and student learning are enhanced when research-based theories are used to design curriculum and daily lessons. This book examines human learning in the context of four types of research-based learning theories: neurological learning theories, behavioral learning theories, cognitive learning theories, and transformative learning theories. With each theory, the basic elements are described along with specific classroom applications. The writing style makes these concepts readily accessible to readers of all levels of experience and expertise. This book is appropriate for preservice teachers who are seeking to comprehend the basic ideas behind these theories. It is appropriate for practicing teachers who want to understand and apply these theories at increasingly higher levels. It is also appropriate for decision-makers or anybody else who wants to understand human learning and educational processes. This book ends with a description of lesson planning that is set in the various theoretical contexts and includes a guide for defining an educational philosophy.
This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.