About the Book
This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies approach is designed around essential instructional goals related both to learning to identify words and to comprehending text. Detailed guidance is provided on ways to target these goals with K–2 students at risk for reading difficulties. Assessment and instructional strategies for whole-class, small-group, and one-to-one settings are discussed in depth. Numerous reproducible forms for documenting student learning are included.
Table of Contents:
Part I: A Comprehensive Approach to Early Intervention. The Interactive Strategies Approach. Responsive Classroom Instruction. Motivation to Read and Write. Part II: Learning the Alphabetic Code. Purposes and Conventions of Print. Phonological Awareness. Letter Naming. Letter-sound Association. The Alphabetic Principle and the Alphabetic Code. Larger Orthographic Units and Multisyllabic Words. Part III: Word Learning. Strategic Word Learning. High-Frequency Word Learning. Part IV: Meaning Construction. Vocabulary and Oral Language Development. Comprehension and General Knowledge. Part V: Implementing Intensified Instruction. Small-Group and One-to-one Intervention. A Proposed Model for Multi-tiered Intervention.
About the Author :
Donna M. Scanlon, PhD, is Professor in the Reading Department at the University at Albany, State University of New York. Dr. Scanlon has spent most of her career studying children's reading difficulties. Her studies have focused on the relationships between instructional characteristics and success in learning to read and on developing and evaluating approaches to preventing early reading difficulties. Findings from studies that she and her colleagues conducted have contributed to the emergence of response to intervention as a process for preventing reading difficulties and avoiding inappropriate and inaccurate learning disability classifications. Most recently, Dr. Scanlon's work has focused on the development of teacher knowledge and teaching skill among both preservice and inservice teachers for the purpose of helping teachers to prevent reading difficulties.
Kimberly L. Anderson, PhD, is a research associate in the Child Research and Study Center at the University at Albany, State University of New York, and an adjunct instructor in the University's Reading Department. Dr. Anderson has contributed to the Center's research on the interactive strategies approach (ISA) by serving as an intervention teacher; by providing professional development for teachers learning to implement the ISA in the early primary grades in both classroom and intervention settings; and, most recently, by collaborating with preservice educators from institutions across New York on enhancing preservice teacher knowledge related to literacy instruction. She worked for many years as a school psychologist at the elementary level and has spent several years as a reading teacher at the primary level, utilizing the ISA to provide small-group intervention to kindergartners and first-grade students.
Joan M. Sweeney, MSEd, is a reading teacher in the North Colonie Central School District in Latham, New York. Previously, she was a research associate in the Child Research and Study Center at the University at Albany, State University of New York, where she provided intervention for struggling readers, supervised intervention teachers, and coached classroom teachers utilizing the ISA to support children's literacy development.
Review :
"This is the most comprehensive, systematic, and teacher-friendly guide to reading instruction that I have seen in my 37 years as an elementary educator! It is a 'must read' for teachers and administrators in school districts working to implement RTI and a wonderful resource for all elementary-level teachers striving to develop competent, self-extending readers." - Mary S. Ziara, Title I teacher, East Lansing (Michigan) Public Schools
"With the wide array of programs available for teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension, teachers wonder, 'What is the best way to guide development in these essential components of literacy?' Scanlon et al. present a research-tested, balanced method for designing effective literacy instruction in primary classrooms. Writing in a strong voice that reflects their extensive experience, the authors concisely outline relevant concepts, include numerous classroom vignettes that bring the information to life, and provide valuable reproducible lists, charts, checklists, and other materials. As a core text in any Foundations of Reading or Emergent Literacy course, this book provides teacher candidates with clearly explained, research-tested methodology for guiding children's literacy achievement." - Mary Shea, Professor/Director of Graduate Literacy Programs, Graduate Education and Leadership Department, Canisius College, USA
"What a wonderful book! The authors' approach highlights the importance of teachers' skills and knowledge for developing children's literacy. Throughout, teachers are supported in making informed decisions that result in exemplary instruction for all students. Each critical area of literacy is well described with exemplary practices that build from simple to complex, including activities that teachers can immediately bring to their classrooms. I especially appreciated the chapter on motivation. This book is a strong selection for teacher book clubs. I just finished teaching a literacy coaching course, and this would have been a perfect text." - Diane Barone, Foundation Professor of Literacy Studies, University of Nevada, Reno, USA
"The interactive strategies approach is an important new tool for an RTI toolbox. The authors provide a sophisticated approach to help children 'puzzle through' words. Teachers, coaches, and principals will consult this book to learn how to scaffold children and group them to tailor instruction. This book has extensive research support and provides activities that incorporate a continuum of whole-group, small-group, and one-to-one techniques." - Stephanie Al Otaiba, Florida State University College of Education and Florida Center for Reading Research, Tallahassee, Florida, USA
"What a wonderful book! The authors' approach highlights the importance of teachers' skills and knowledge for developing children's literacy. Throughout, teachers are supported in making informed decisions that result in exemplary instruction for all students. Each critical area of literacy is well described with exemplary practices that build from simple to complex, including activities that teachers can immediately bring to their classrooms. I especially appreciated the chapter on motivation. This book is a strong selection for teacher book clubs. I just finished teaching a literacy coaching course, and this would have been a perfect text." - Diane Barone, Foundation Professor of Literacy Studies, University of Nevada, Reno, USA
"The interactive strategies approach is an important new tool for an RTI toolbox. The authors provide a sophisticated approach to help children 'puzzle through' words. Teachers, coaches, and principals will consult this book to learn how to scaffold children and group them to tailor instruction. This book has extensive research support and provides activities that incorporate a continuum of whole-group, small-group, and one-to-one techniques." - Stephanie Al Otaiba, Florida State University College of Education and Florida Center for Reading Research, Tallahassee, Florida, USA
