‘The authors have taken a huge amount of research and information, digested it, and organized it into clearly arranged, practical, readable, usable work. This book balances information, suggestions, and examples with reflective exercises that are practical and valuable. It also gives tons of Web sites and resources for more useful tools and tips.’
—Mary Guerrette, Director of Special Education
Maine School Administrative District #1, ME
A one-stop source of proven reading strategies to use with RTI!
This second edition of a best-selling resource helps general and special education teachers integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI). Based on the latest research, these practical instructional strategies can be used with students with learning disabilities of any kind as well as with any student who struggles in reading.
This resource provides highly effective strategies for elementary and middle school reading instruction and includes RTI case studies that show how the strategies work within an RTI framework. Focusing on the critical areas of reading instruction identified in the National Reading Panel′s report, this book helps educators:
- Implement early literacy and brain-compatible reading instruction and assessment
- Develop phonological and phonemic instruction
- Promote effective progress monitoring in reading
- Build vocabulary and reading fluency
- Boost reading comprehension, especially in the content areas
This vital resource provides teachers with a ready reference of interventions to provide targeted reading instruction for students with learning difficulties.
Mục lục
Acknowledgments
About the Authors
Introduction
1. The Reading Brain and Literacy Instruction
The Good News in Reading Research!
Big Ideas From Early Literacy Research
The Emerging Emphasis on Literacy
Assessments of Early Literacy
Brain-Compatible Reading Instruction
A Brain-Based Model of Reading
What the Brain Research on Reading Has Found
Conclusion
What′s Next?
2. Phonemic Instruction: The Critical Emphasis in Reading and Literacy
Phonological Instruction and Phonemic Instruction
Phonemic Awareness or Phonemic Manipulation
Guidelines for Phonemic Instruction
Phonemic-Based Reading Programs
Conclusion
What′s Next?
3. Phonics and Word Attack Strategies
Phonics and the Brain
Phonics Instructional Options
Strategies for Developmental Reading and Spelling Stages
Conclusion
What′s Next?
4. Strategies for Building Vocabulary and Reading Fluency
Vocabulary and Reading Fluency
Building Vocabulary
The Importance of Vocabulary Development
Do We Still Need Sight-Word Approaches for Vocabulary Instruction?
How Good Readers Read
Learning New Vocabulary Terms
Word Recognition Instruction
Deriving Meaning From Vocabulary
Learning Strategies for Vocabulary Mastery
Reading Fluency
Conclusion
What′s Next?
5. Gaining Meaning From Reading
Reading Comprehension and the Brain
Story Grammar
Student Think-Alouds or Inferencing Substrategies
Question Answering
List Summaries
Improvisational Drama
Cooperative Discussion and Questioning (Coop-Dis-Q)
Collaborating Strategic Reading (CSR)
Bibliotherapy
Conclusion
What′s Next?
6. Reading Comprehension in the Content Areas
Content Area Reading and the Brain
KWPLS (Know, Want to Know, Predict, Learned, Summarize)
Analogies Instruction
Possible Sentences
Vocabulary Self-Collection Strategy (VSS)
Guided Reading in Textual Settings (GRITS)
Re Quest: Asking Self-Declared Questions
Idea Circles
Infra-Act: Sharing Perspectives
Question-Answer Relationships
Conclusion
Resources: Commercially Available Reading Programs
Glossary
Index
Giới thiệu về tác giả
Martha J. Larkin taught public school students in general education and special education at the elementary, middle, and secondary levels for several years before beginning a career in higher education. She has authored and coauthored 17 journal articles, 10 book and monograph chapters, and 5 research reports and commissioned papers in education and special education. She specializes in instructional strategies, particularly for students with learning disabilities. Her specific teaching and research interests include scaffolded instruction, content enhancement, learning strategies, graphic organizers, and grading rubrics. She especially enjoys pursuing these interests in the areas of reading, writing, and mathematics. She earned her Ph D from the University of Alabama in 1999.
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