This practical volume helps K-8 teachers implement effective reading interventions that support comprehension and engage students with age-appropriate texts. Presented is a range of strategies for addressing difficulties in the core areas of word identification, fluency, and comprehension.
This practical volume helps K-8 teachers implement effective reading interventions that support comprehension and engage students with age-appropriate texts. Presented is a range of strategies for addressing difficulties in the core areas of word identification, fluency, and comprehension.
Andrew P. Johnson, PhD, is Professor of Literacy Instruction and Distinguished Faculty Scholar at Minnesota State University, Mankato. He specializes in literacy instruction for students with intellectual and learning disabilities, response to intervention for reading and writing, strategies for the inclusive classroom, and advanced pedagogy. Prior to his university career, he taught in elementary, middle, and high school classrooms for 9 years. Dr. Johnson is the author of numerous academic articles, book chapters, and books related to literacy and learning, and hosts a podcast, The Reading Instruction Show.
Inhaltsangabe
Introduction I. Background Information 1. Instruction and Interventions 2. Educational Research and Theoretical Models 3. Understanding the Reading Process 4. Coming to a Common Understanding II. Elements of a Meaning-Based Intervention for Reading 5. How a Meaning-Based Intervention for Reading Works 6. Language Experience Activities 7. Word Work 8. Sight Words and Scope and Sequence Carts 9. Word Identification Strategies 10. Cloze and Maze Activities: Semantic Cueing 11. Writing for Reading 12. Fluency 13. Comprehension 14. Reading Practice (More, Please) III. Diagnosing, Assessing, and Monitoring Progress 15. Standardized Tests 16. Diagnosing the Problem 17. Progress Monitoring IV. Individualized Education Programs 18. Individualized Education Programs for Reading 19. Peer-Reviewed Research V. Designing Reading Interventions 20. Response-to-Intervention Particulars 21. Scientifically Based Research 22. When the Gold Standard Is Un-Golden: A Review of Torgesen et al. (2009) 23. Evaluating Research 24. Students with Dyslexia VI. Issues in Special Education 25. Problems in the Special Education World Epilogue References Index
Introduction I. Background Information 1. Instruction and Interventions 2. Educational Research and Theoretical Models 3. Understanding the Reading Process 4. Coming to a Common Understanding II. Elements of a Meaning-Based Intervention for Reading 5. How a Meaning-Based Intervention for Reading Works 6. Language Experience Activities 7. Word Work 8. Sight Words and Scope and Sequence Carts 9. Word Identification Strategies 10. Cloze and Maze Activities: Semantic Cueing 11. Writing for Reading 12. Fluency 13. Comprehension 14. Reading Practice (More, Please) III. Diagnosing, Assessing, and Monitoring Progress 15. Standardized Tests 16. Diagnosing the Problem 17. Progress Monitoring IV. Individualized Education Programs 18. Individualized Education Programs for Reading 19. Peer-Reviewed Research V. Designing Reading Interventions 20. Response-to-Intervention Particulars 21. Scientifically Based Research 22. When the Gold Standard Is Un-Golden: A Review of Torgesen et al. (2009) 23. Evaluating Research 24. Students with Dyslexia VI. Issues in Special Education 25. Problems in the Special Education World Epilogue References Index
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