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Other titles in the Solving Problems in the Teaching of Literacy series:

Early Intervention for Reading Difficulties (Solving Problems in the Teaching of Literacy)

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Early Intervention for Reading Difficulties (Solving Problems in the Teaching of Literacy) Cover

 

Synopses & Reviews

Book News Annotation:

Aimed at teachers of kindergarten through second grade, this work presents the research-supported Interactive Strategies Approach (ISA) for remedial teaching of reading skills. Response-to-intervention (RTI) models are ideally used when the potential for problems are first noted, and their application in learning the alphabet, developing skill with words, and understanding meanings are here presented in detail. Written by Scanlon (reading, U. of Albany), Anderson (child research and study, U. of Albany), and Sweeney (reading teacher at North Colonie Central School District), this book is well-researched and clearly presented. Contains reproducible forms that can be used in documenting student learning. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

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.

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 childrens 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. Scanlons 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 Universitys Reading Department. Dr. Anderson has contributed to the Centers 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 childrens literacy development.

 

Table of Contents

I. A Comprehensive Approach to Early Intervention
1. The Interactive Strategies Approach
2. Responsive Classroom Instruction
3. Motivation to Read and Write
II. Learning the Alphabetic Code
4. Purposes and Conventions of Print
5. Phonological Awareness
6. Letter Naming
7. Letter–Sound Association
8. The Alphabetic Principle and the Alphabetic Code
9. Larger Orthographic Units and Multisyllabic Words
III. Word Learning
10. Strategic Word Learning
11. High-Frequency Word Learning
IV. Meaning Construction
12. Vocabulary and Oral Language Development
13. Comprehension and General Knowledge
V. Implementing Intensified Instruction
14. Small-Group and One-to-One Intervention
15. A Proposed Model for Multi-Tiered Intervention

Product Details

ISBN:
9781606238530
Author:
Scanlon, Donna M.
Publisher:
Guilford Publications
Author:
Anderson, Kimberly L.
Author:
Sweeney, Joan M.
Subject:
Literacy
Subject:
Preschool & Kindergarten
Subject:
Elementary
Subject:
Reading -- Remedial teaching.
Subject:
Teaching Methods & Materials - Reading & Phonics
Subject:
Education-Teaching Reading and Writing
Copyright:
Edition Description:
Trade Paper
Series:
Solving Problems in the Teaching of Literacy
Publication Date:
20100731
Binding:
TRADE PAPER
Grade Level:
from K up to 2
Language:
English
Illustrations:
Y
Pages:
370
Dimensions:
10 x 7 in
Age Level:
05-07

Related Subjects

Education » Early Childhood
Education » General
Education » Teaching » Reading
Education » Teaching » Reading and Writing
Health and Self-Help » Health and Medicine » General
Health and Self-Help » Health and Medicine » General Medicine

Early Intervention for Reading Difficulties (Solving Problems in the Teaching of Literacy) New Trade Paper
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Product details 370 pages Guilford Publications - English 9781606238530 Reviews:
"Synopsis" by ,

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.

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