Download Early Intervention for Reading Difficulties: The Interactive by Donna M. Scanlon PhD, Kimberly L. Anderson PhD, Joan M. PDF

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By Donna M. Scanlon PhD, Kimberly L. Anderson PhD, Joan M. Sweeney MSEd

Grounded in a robust proof base, this crucial textual content and practitioner advisor has given hundreds of thousands of lecturers instruments to aid the literacy progress of starting and suffering readers in grades K–2. The interactive techniques strategy (ISA) is prepared round middle educational objectives with regards to bettering be aware studying and comprehension of textual content. The ebook presents suggestions for evaluate and guide in whole-class, small-group, and one-to-one settings, utilizing the curricular fabrics lecturers have already got. buyers get entry to a better half site the place they could obtain and print 26 reproducible types in a handy eight 0.5" x eleven" dimension. Of targeted price, the web site additionally good points approximately 2 hundred pages of extra printable types, handouts, and imagine types that complement the book's content.

New to This Edition
*Incorporates the newest examine on literacy improvement and at the ISA.
*Describes connections to the typical center kingdom criteria (CCSS).
*Explains the right way to use the ISA with English learners.
*Chapter on fluency.
*Expanded insurance of morphological knowledge.
*Companion site with downloadable reproducible instruments and huge supplemental materials.

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Additional resources for Early Intervention for Reading Difficulties: The Interactive Strategies Approach (Solving Problems in the Teaching of Literacy)

Sample text

Developing Goal accomplished. Goal accomplished. ) Model and discuss commas, colons, semicolons, etc. ╇ Teacher Thinking before and during Shared Reading, Related to the Goals and to Children at Various Points in Development 36 Not a focus at this time. Not a focus at this time. Larger orthographic units Not a focus at this time. ) Draw children’s attention to examples of words from word families that have been taught. Occasionally draw children’s attention to the beginning and perhaps ending letters in words as they are reading.

Adapted by permission. of the ability to read the words in connected text. In doing so, we do not wish to diminish the importance of general language and vocabulary knowledge nor the importance of background knowledge in contributing to children’s ability to comprehend the texts they read. However, because at early stages of development, the latter characteristics are often unrelated to the child’s abilities to read the words in the text (see Paris & Paris, 2007) and because most of the research on reading difficulties suggests that most early reading difficulties are due to difficulties with figuring out how to read printed words, we develop our characterization around those early, foundational skills.

Young children often delight in playing teacher and will enthusiastically gather together some friends to serve as students as they take on the role. As teachers plan and deliver a whole-class shared reading lesson, they need to think about the full spectrum of students that will participate in the lesson and attempt to engage all students productively. This, of course, requires that the teacher do different things for different students in the class. 2 we describe how a shared reading lesson might vary for children at different points along the developmental continuum.

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