Description
Book SynopsisThis 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.
Trade Review"Johnson's presentation of a meaning-based approach in the design of interventions for all struggling readers is well written and convincingly argued. This instructional plan is appropriate for any child experiencing difficulties acquiring reading proficiencies, including those labeled as dyslexics. Johnson's approach shares little with traditional methods for teaching struggling readers--and I hope it will initiate needed changes in remedial and special education. If only every teacher preparing to become a reading specialist or special educator could read this book before they began their student teaching apprenticeship!"--Richard L. Allington, PhD, College of Education (Emeritus), The University of Tennessee, Knoxville
"This book masterfully synthesizes the latest literacy acquisition research and provides critical pedagogical practices for targeting each student’s learning needs. It is an essential resource for preservice teachers, classroom teachers, reading interventionists, and special education teachers interested in capitalizing on responsive decision making. Johnson presents interventions that are cleverly designed to support accelerative progress, ensuring all students learn to read."--Mary R. Van Etten, MEd, district literacy specialist/Reading Recovery coordinator, Muskogee Public Schools, Oklahoma
"During my time as a special educator and instructional coach, I longed for a framework that operationalized a meaning-based approach to reading interventions. Johnson lays out the rationale for such an approach and follows it up with a practical process. This book is a 'must read' for every special educator and for any educator who wants a solid resource for designing reading instruction that meets the needs of today's diverse classrooms."--Staci Gilpin, MSEd, former teacher and instructional coach; doctoral student in Educational Foundations and Research, University of North Dakota
"Johnson provides a refreshing look at interventions for struggling readers and the need to focus on making meaning from text. He reinforces the idea that a majority of our students know how to read, but lack the skills necessary to make meaning. I appreciate this book's frank discussions of intervention fidelity, direct instruction, and the need to recognize the nuances each of our students bring with them. Johnson shares a concrete process for designing meaning-based interventions that I look forward to bringing to our special education licensure program!"--Amy Murzyn, EdD, School of Education and Social Work, College of St. Scholastica-
Table of ContentsIntroduction
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
