Early Reading Intervention: Strategies and Methods for Struggling Readers available in Paperback
- Pub. Date:
Learn the what and the how of teaching struggling readers.
Designed to guide teachers in understanding and implementing evidence-based instruction, Early Reading Intervention focuses on closing the research-to-practice gap in early reading by translating research into practical classroom language. Written at a time when the demand for evidence-based practice is at the forefront of education and mandated by federal and state policies, this resource presents teachers with a hands-on approach to teaching reading to struggling readers through data-based decision making and the unique Core Intervention Model of instruction.
"Student teachers and in-service teachers alike will identify with the scenarios as they paint realistic images of the challenges facing today's teachers….[This] intervention will help inform teachers, districts, and states that are scrambling for ways and interventions to meet the needs of their struggling readers and growing populations of English language learners. Excellent Book!" –Tammy Ryan, Jacksonville University, Jacksonville, FL
“Teachers are always looking for ways to identify and differentiate...the lesson plans [and] continuum of reading education is so very clear...the book is great for telling what to do for [struggling readers] and how to group them by skills." –Amy Cooper, Wilshire Park Elementary School, St. Anthony, MN
"I love that the book separates...the information about English language learners and learning disabled students....Few books separate the information into tools and strategies to assist these at-risk learners....This is a book I would recommend to others because it ties into our school's philosophy that everyone teaches reading, regardless of what core subject the teacher may be assigned." –Diana L. Carr, Elgin Junior High School, Green Camp, OH
Dr. Catherine (Cara) Richards is an assistant professor at California State University, Long Beach. She was a first grade teacher and an at-risk reading teacher before earning her doctorate at University of California, Santa Barbara. Her research interests include early intervention for students at-risk, particularly English learners and students with learning disabilities.
Jill Leafstedt is an assistant professor of education at California State University, Channel Islands. She was a special education teacher and an elementary school teacher prior to earning her doctorate at University of California, Santa Barbara. Jill’s research interests include early reading for at-risk and disabled learners and teacher training.
About the Author
Jill M. Leafstedt, Ph.D. is an assistant professor of Education at California State University. She has worked extensively with young children struggling to learn to read with a special focus on students with learning disabilities and students learning English. Jill has trained numerous teachers, parents, psychologists and paraprofessionals in how to help struggling readers learn to read.
Catherine (Cara) Richards, Ph.D. is an assistant professor in the College of Education at California State University, Long Beach. She has taught students with disabilities and English Learners as a classroom teacher. Cara has also work extensively with school districts on developing Response to Intervention models and has trained teachers to use assessments and interventions that increase student achievement and support RTI models.
Table of Contents
Chapter 1 Basic Concepts 000
Teaching Individuals with Unique Differences 000
Response to Intervention 000
Intervention versus General Classroom Instruction 000
Chapter 2 Overview of Reading Intervention 000
The National Reading Panel’s Approach to Reading 000
Early Reading 000
Chapter 3 Providing Reading Intervention to English Learners 000
Terese C. Aceves and Michelle P. Windmueller 000
Characteristics of English Learners 000
Early Reading Instruction for English Learners 000
Chapter 4 Reading Intervention for Students with Learning Disabilities 000
Terese C. Aceves and Diane Haager 000
Identifying Students with Learning Disabilities 000
Reading Intervention for Elementary Students with Learning Disabilities 000
Models of Reading Intervention 000
ERPI Implementation Guidelines 000
Chapter 5 What Should I Teach? The Scope and Sequence of Early Reading Interventions 000
Evidence for Providing Phonological Awareness and Phonics Interventions 000
Scope and Sequence of the Early Reading Project Intervention 000
Chapter 6 How Should I Teach It? Intervention Methods and Teaching Strategies 000
The Core Intervention Model of Instruction 000
Conducting Interventions Using the Six Principles 000
Chapter 7The Data-Based Decision-Making Cycle 000
Data-Based Decision Making 000
Data-Based Decision Making before Intervention 000
Data-Based Decision Making during Intervention 000
Data-Based Decision Making after Intervention 000
Chapter 8Intervention in Your Classroom 000
Designing Early Reading Intervention 000
Acronym Code List 000