Comprehensive and evidence-based, Structured Literacy (SL) approaches place a high value on explicit, systematic, and sequential instruction. This book brings together leading experts to present a wealth of SL interventions for different components of literacy. Chapters describe instructional strategies for supporting phonological awareness, basic and multisyllabic word decoding, spelling, reading fluency, vocabulary, oral and reading comprehension, and written expression, especially for at-risk readers and those with disabilities. Including case studies, sample intervention activities, lesson plans, and end-of-chapter application activities, the book contains reproducible tools that can be downloaded and printed in a convenient 8½“ x 11” size.
An NCTQ Exemplary Text for Reading Instruction
See also Louise Spear-Swerling’s authored volume,
The Structured Literacy Planner: Designing Interventions for Common Reading Difficulties, Grades 1–
9, which provides blueprints for tailoring interventions based on a learner’s reading profile.
表中的内容
1. An Introduction to Structured Literacy and Poor Reader Profiles, Louise Spear-Swerling
2. Structured Literacy Interventions for Phonemic Awareness and Basic Word Recognition Skills, Stephanie Al Otaiba, Jill H. Allor, & Jennifer Stewart
3. Structured Literacy Interventions for Reading Long Words, Devin M. Kearns, Cheryl P. Lyon, & Shannon L. Kelley
4. Structured Language Interventions for Spelling, Louisa C. Moats
5. Structured Literacy Interventions for Reading Fluency, Roxanne F. Hudson, Erin Munce Anderson, Melissa Mc Graw, Rebecca Ray, & Alison Wilhelm
6. Structured Literacy Interventions for Vocabulary, Michael D. Coyne & Susan M. Loftus-Rattan
7. Structured Literacy Interventions for Oral Language Comprehension, Richard P. Zipoli & Donna D. Merritt
8. Structured Reading Comprehension Intervention for Students with Reading Difficulties, Elizabeth A. Stevens & Christy R. Austin
9. Structured Language Interventions for Written Expression, Susan Lambrecht Smith & Charles Winthrop Haynes
10. Multicomponent Structured Literacy Interventions for Mixed Reading Difficulties, Louise Spear-Swerling
关于作者
Louise Spear-Swerling, Ph D, is Professor Emerita in the Department of Special Education at Southern Connecticut State University. Her research interests focus on children’s reading development and literacy difficulties, as well as teacher knowledge for reading instruction; she has presented and published widely on these topics. Dr. Spear-Swerling is the author of two previous books on reading difficulties and is an editorial board member for several journals, including
Annals of Dyslexia,
Teaching Exceptional Children, and
Reading Psychology. A former special educator at the elementary level, Dr. Spear-Swerling prepared both general and special education teacher candidates to teach reading using structured literacy approaches for many years. Currently she consults often for K–12 schools, primarily on cases involving students with severe or persistent literacy difficulties and ways to improve their achievement.
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