This book provides innovative tools and strategies to support reading intervention for students in grades 3-8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement…mehr
This book provides innovative tools and strategies to support reading intervention for students in grades 3-8 who do not yet read with grade-level accuracy. Uniquely comprehensive, the Interactive Strategies Approach--Extended (ISA-X) has been shown to enhance intermediate and middle grade students' reading accuracy and comprehension as well as content vocabulary knowledge. Preservice and inservice teachers learn how to conduct assessments that help to identify instructional goals; monitor progress toward these goals; promote students' strategic thinking and motivation; and implement small-group instruction using thematic text sets on science and social studies topics.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Lynn M. Gelzheiser, EdD, is Associate Professor Emerita in the Department of Educational and Counseling Psychology, Division of Special Education, at the University at Albany, State University of New York. Dr. Gelzheiser's professional career has focused on students with learning disabilities. Her research has examined both instructional and system-level variables that affect the reading and mathematics achievement of students in special education settings. Most recently, she has focused on the efficacy of the Interactive Strategies Approach--Extended for improving reading achievement, content vocabulary knowledge, and motivation in third- to eighth-grade struggling readers. Donna M. Scanlon, PhD, is Professor in the Department of Literacy Teaching and Learning at the University at Albany, State University of New York. Her research focuses on the relationships between instructional characteristics and success in learning to read and on developing and evaluating approaches to preventing and remediating reading difficulties. Her work has contributed to the emergence of response to intervention as a process for preventing reading difficulties and avoiding inappropriate and inaccurate learning disability classifications. Dr. Scanlon is a developer of the Interactive Strategies Approach and the Interactive Strategies Approach--Extended. Laura Hallgren-Flynn, MSEd, is a language arts coordinator and reading specialist in Guilderland Central School District in Guilderland, New York. She has worked as a part-time instructor in the Department of Literacy Teaching and Learning and as a research associate at the Child Research and Study Center, both at the University at Albany, State University of New York. In her work at the research center, Ms. Hallgren-Flynn has helped develop reading interventions and instructional materials for teachers, supervised intervention teachers, and provided professional development to preservice and practicing teachers learning to implement the Interactive Strategies Approach and the Interactive Strategies Approach--Extended. Peggy Connors, MS, has been working in the field of elementary education since the 1990s. Her experience includes serving as classroom teacher, reading specialist, educational research assistant, teacher educator, and, most recently, independent literacy consultant. Mrs. Connors has been associated with research studies on the Interactive Strategies Approach and the Interactive Strategies Approach--Extended conducted at the Child Research and Study Center, University at Albany, State University of New York.
Inhaltsangabe
I. The Foundations of a Comprehensive Approach 1. Introduction 2. Responsive Instruction for Student Independence 3. Motivation II. Word Learning 4. Conceptualizing Word Learning 5. Word Identification Strategies 6. Observing and Teaching Strategies and Interactive Strategy Use 7. High-Frequency Words 8. Foundations for Decoding Elements Instruction 9. Observing and Teaching Use of Decoding Elements III. Meaning Construction 10. Comprehension 11. Knowledge Development 12. Vocabulary and Language 13. Fluency and Comprehension 14. Reading, Discussion, and Written Response 15. Promoting Comprehension-Fostering Processes 16. Sample Thematic Text Set Glossary of Terms Used in This Book References Index
I. The Foundations of a Comprehensive Approach 1. Introduction 2. Responsive Instruction for Student Independence 3. Motivation II. Word Learning 4. Conceptualizing Word Learning 5. Word Identification Strategies 6. Observing and Teaching Strategies and Interactive Strategy Use 7. High-Frequency Words 8. Foundations for Decoding Elements Instruction 9. Observing and Teaching Use of Decoding Elements III. Meaning Construction 10. Comprehension 11. Knowledge Development 12. Vocabulary and Language 13. Fluency and Comprehension 14. Reading, Discussion, and Written Response 15. Promoting Comprehension-Fostering Processes 16. Sample Thematic Text Set Glossary of Terms Used in This Book References Index
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826