Solid research is at the heart of SRA Early Interventions in Reading. Designed to work comfortably with your core reading program, this early intervention program provides the significant increase in the intensity of instruction that low-level readers need to meet grade-level expectations. SRA Early Interventions in Reading delivers: * Evidence of effectiveness based on years of research under the name Proactive Beginning Reading * Assessment to help you identify students most at-risk for failure * Explicit, systematic instruction in five critical strands - phonemic awareness, letter-sound…mehr
Solid research is at the heart of SRA Early Interventions in Reading. Designed to work comfortably with your core reading program, this early intervention program provides the significant increase in the intensity of instruction that low-level readers need to meet grade-level expectations. SRA Early Interventions in Reading delivers: * Evidence of effectiveness based on years of research under the name Proactive Beginning Reading * Assessment to help you identify students most at-risk for failure * Explicit, systematic instruction in five critical strands - phonemic awareness, letter-sound correspondences, word recognition and spelling, fluency, and comprehension * Classroom-tested lesson plans that support efficient, effective teaching * Practical tools that allow you to monitor each child's progress and document the impact of instruction
The Texas Instruments Endowed Chair of Reading and Director of the Institute for Reading Research at Southern Methodist University in Dallas, Texas. A former classroom and reading teacher who received her Ph.D. in 1992 from Peabody College of Vanderbilt University in Education and Human Development, Dr. Mathes has served on the faculties of Developmental Pediatrics at the University of Texas-Houston Medical School, the College of Education at Florida State University, and Peabody College for Teachers at Vanderbilt University. * Since 1991, Patricia has been conducting large-scale classroom-based reading intervention research with funding from multiple sources, including the U.S. Office of Education, the National Institute of Child Health and Human Development, and the National Science Foundation, as well as state agencies. * Author of numerous articles, chapters, books, and curricular materials related to learning and reading disabilities, accommodating academic diversity, and best practices for struggling readers. * Serves on the editorial boards of several scholarly journals and provides nationwide teacher and staff development focused on translating research into practice. * Awards and recognition include: o The Interpretive Scholarship Award from the American Educational Research Association in 2002 o The Distinguished Early Career Researcher award from the Council for Exceptional Children in 2001
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