Word Callers: Small-Group and One-to-One Interventions for Children Who "Read" but Don't Comprehend available in Paperback
Have you ever zoned out during reading-pronounced the words, without processing their meaning? This is how "word callers" experience all reading, In fact, strong decoders with limited comprehension account for nearly a third of all struggling readers. Now there's powerful new hope for them in Word Callers.
"Word callers are so focused on letters and decoding that their minds don't knit together the meaning of the words they are reading. The diverse interventions in this book all address this inflexibility, helping these children become better able to process meaning alongside letter-sound information."
A centerpiece of Word Callers is an assessment and intervention developed by Kelly Cartwright that uses word and picture cards to measure and support readers' sound-meaning flexibility-an ideal resource for Tier 2 and Tier 3 RTI instruction. Kelly's research shows that your word callers can "unglue" from print and improve their comprehension in as few as 5 lessons.
With Word Callers you'll help students in individual or small-group settings begin to make meaning and then build on their newfound skill:
- Assessments based on included word cards help identify inflexible readers.
- A straightforward, needs-driven research-tested intervention using the cards turns readers around fast.
- Engaging lessons with wordplay, word and picture cards, comprehension strategies, and more support the transition from word callers into full-time meaning makers.
It's not often we have such a storybook scenario for our at-risk learners, but when you try Kelly Cartwright's suggestions with your students, when you see children transform from "just reading words" to understanding text and enjoying reading, you'll see how much hope there is for your Word Callers.
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About the Author
Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in economic poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has been named one of the most influential education scholars in the U.S. in EdWeek. In 2014, Duke was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association, and in 2018 she received the International Literacy Association's William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. She has also received the Michigan Reading Association Advocacy Award, the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. Duke is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is co-author of the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, now in its second edition; and Reading and Writing Genre with Purpose in K - 8 Classrooms. She is co-editor of the Handbook of Effective Literacy Instruction: Research-based Practice K to 8 and Literacy Research Methodologies. She is also editor of The Research-Informed Classroom book series and co-editor of the Not This, But That book series. Duke has taught preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Among other roles, she currently serves as advisor for the Public Broadcasting Service/Corporation for Public Broadcasting Ready to Learn initiative, an expert for NBC News Learn, and advisor to the Council of Chief State School Officers Early Literacy Networked Improvement Community. She has served as author or consultant on several educational programs, including Connect4Learning: The Pre-K Curriculum; Information in Action: Reading, Writing, and Researching with Informational Text; Engaging Families in Children's Literacy Development: A Complete Workshop Series; Buzz About IT (Informational Text); iOpeners; National Geographic Science K-2; and the DLM Early Childhood Express. Duke also has a strong interest in improving the quality of educational research training in the U.S.