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Reading Strategies for Elementary Students With Learning Difficulties
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Reading Strategies for Elementary Students With Learning Difficulties
Strategies for RTI

Second Edition


January 2009 | 272 pages | Corwin
A one-stop source of proven reading strategies for use with RTI interventions! Offering a set of practical instructional strategies, this second edition of the bestseller helps elementary and middle school educators integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI). Grounded in research-based reading instruction for students with learning difficulties, this resource provides both highly effective strategies that take a moderate investment of time to implement and tested tactics that can be easily implemented with little or no preparation. The authors discuss a wide range of topics, including:Early literacy and brain-compatible reading instruction Early literacy assessments Phonological and phonemic instruction Developmental reading and spelling stages Building vocabulary and reading fluency Reading comprehension and the brain

 
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)

 
ReQuest: Asking Self-Declared Questions

 
Idea Circles

 
Infra-Act: Sharing Perspectives

 
Question-Answer Relationships

 
Conclusion

 
 
Resources: Commercially Available Reading Programs
 
Glossary
 
Index

“The authors have taken a huge amount of research and information, digested it, and organized it into a clearly arranged, practical, readable, and 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

"Provides research-based information about various reading difficulties from knowledgeable and reputable experts in the field. I appreciate the organizational features: the checklist of strategies at the beginning of each chapter, the reflective exercises throughout the book, teacher tips in each chapter, and the 'What’s Next' section at the end, which is a good way of priming the brain for what it's about to learn.”

Sandra Rief, Speaker, Author, Educational Consultant
Educational Resource Specialists

The authors have updated the research throughout, including references to research about reading and the brain which have been conducted since the publication of the first edition. They have added information about IDEA legislation and RTI initiatives. In addition, explanations of RTI, RTI case studies, and new instructional strategies were added to each chapter. The case studies show teachers how to implement intervention and track student progress. New figures and charts were added to support the material on RTI.

Sample Materials & Chapters

Preface

Chapter 1: The Reading Brain, Literacy Instruction, and RTI


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