Description
Book SynopsisComprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches.
An NCTQ Exemplary Text for Reading Instruction
Trade Review"This is a gem of a book that accomplishes the most difficult task of both providing a research base for the interventions and describing them in meaningful ways for practicing teachers. What makes this book exceptional is that each chapter is packed with instructional practices that are proven to enhance student outcomes."--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin
"In this timely volume, well-established researchers summarize what is known about how to improve students' reading performance and provide specific ideas for applying this knowledge in schools. It is a valuable resource for educators seeking to use research-based interventions in developing effective literacy programs. The Handbook is unique in its range--preschool through secondary levels--and its comprehensiveness. It addresses content-area instruction; various factors affecting comprehension; writing; the older reader; and more, and presents actual lessons that illustrate instructional strategies. It could serve as a text for a graduate course on working with struggling readers."--Rita M. Bean, PhD, Department of Instruction and Learning (Emerita), University of Pittsburgh
"The editors have done some of the seminal research on response to intervention (RTI) in reading. This volume opens up new dimensions to what RTI in literacy can be and how it can be expanded to include comprehension, vocabulary development, writing, and study skills. It should have a profound effect on the field."--Russell Gersten, PhD, Director, Instructional Research Group, Los Alamitos, California
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Table of Contents1. Introduction, Patricia F. Vadasy and Rollanda E. O'Connor
2. Phoneme Awareness and the Alphabetic Principle, Rollanda E. O'Connor
3. Preschool Foundations for Reading and Writing Success, Theresa A. Roberts
4. Phases in Reading Words and Phonics Interventions, Louise Spear-Swerling
5. Morphemic Approaches for Reading Words, Terezinha Nunes and Peter Bryant
6. Teaching Spelling to Students with Learning Difficulties, Michael M. Gerber and Catherine Richards-Tutor
7. Making Vocabulary Interventions Engaging and Effective, Margaret G. McKeown and Isabel L. Beck
8. Fluency Problems: When, Why, and How to Intervene, Roxanne Hudson
9. Main Idea and Summarization Instruction to Improve Reading Comprehension, Asha K. Jitendra and Meenakshi Gajria
10. Metacognition to Improve Reading Comprehension, Janette K. Klingner, Ann Morrison, and Amy Eppolito
11. Teaching Narrative and Expository Text Structure to Improve Comprehension, Joanna P. Williams and Lisa S. Pao
12. Peer-Mediated Approaches, Mary Abbott, Charles R. Greenwood, Jay Buzhardt, Howard P. Wills, and Barbara Terry
13. Supplemental Reading Instruction by Paraeducators and Tutors: Recent Research and Applications, Patricia F. Vadasy
14. On the Comprehension and Production of Written Texts: Instructional Activities That Support Content-Area Literacy, Ralph P. Ferretti and Susan De La Paz
15. Cultural Aspects of Teaching Reading with Latino English Language Learners, Michael J. Orosco and Rollanda E. O'Connor
16. Teaching Older Students to Read, Rollanda E. O'Connor and Vanessa Goodwin
