By Donna M. Scanlon PhD, Kimberly L. Anderson PhD, Joan M. Sweeney MSEd
New to This Edition
*Incorporates the most recent examine on literacy improvement and at the ISA.
*Describes connections to the typical center country criteria (CCSS).
*Explains the way to use the ISA with English learners.
*Chapter on fluency.
*Expanded assurance of morphological knowledge.
*Companion web site with downloadable reproducible instruments and broad supplemental materials.
Read or Download Early Intervention for Reading Difficulties: The Interactive Strategies Approach (Solving Problems in the Teaching of Literacy) PDF
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Additional resources for Early Intervention for Reading Difficulties: The Interactive Strategies Approach (Solving Problems in the Teaching of Literacy)
Explicitly discuss and model the formation of a few of the letters as she writes them. •• Discuss spelling and print conventions for children who are at different points along the developmental continuum (perhaps directing attention to the key-word chart for the spelling of the short-a sound for the children at 28 A COMPREHENSIVE APPROACH TO EARLY INTERVENTION an earlier point of development and discussing the -tion spelling unit for children who are further along). The point is, in whole-class instruction, the teacher should plan to provide multilevel instruction that keeps all children engaged and moving forward.
Occasionally model use of the key-word chart when discussing letter sounds. Developing Model and engage students in approaches to puzzling through words with multiple syllables. Draw attention to all of the letters in one-syllable words—particularly in regularly spelled words. Encourage children to participate in puzzling through words to enhance fluency with letter sounds. Maturing Goal accomplished. Goal accomplished. Goal accomplished. Proficient 37 Comprehension and world knowledge Meaning construction Vocabulary and oral language High-frequency words Word learning Strategic word learning Point out the high-frequency words that the children have been learning.
These children may look engaged, but they are not. They need the opportunity to read text to the teacher or to a friend in order to fully engage in the necessary thinking processes. Similar types of disengagement can arise when a teacher calls on one child before asking a question. ” As soon as the teacher says Jake’s name, some of the children in the group may disengage, knowing that they will not be expected to answer. If, on the other hand, the teacher asks the question without immediately calling on an individual, more of the children are likely to engage in the thinking.