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

"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.

Table of Contents:
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