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 middle kingdom criteria (CCSS).
*Explains find out how to use the ISA with English learners.
*Chapter on fluency.
*Expanded insurance of morphological knowledge.
*Companion web site with downloadable reproducible instruments and wide 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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Extra info for Early Intervention for Reading Difficulties: The Interactive Strategies Approach (Solving Problems in the Teaching of Literacy)
Instructional plans need to consider the current literacy status of all the children in the class. Once this information is established, a teacher with a clear understanding of the instructional goals will be better able to address students’ literacy development via instructional formats that include whole-class, small-group, and one-to-one instruction. Although it is not possible to specify the ideal mix of formats, it is clear that a mix is ideal. , 2000; see also, Allington, 2009). Whole-Class Instruction Instruction offered to the entire class is appropriate for many components of language arts instruction, including read-Â�alouds, shared reading, shared writing, and oral language activities.
In guided reading, teacher prompting is used to guide children’s word-Â�solving attempts, but the children are not given a specific listing of strategies. Small-group formats are more effective in accelerating children’s progress because they allow the teacher to differentiate instruction such that the texts that the children read provide an appropriate level of challenge and the focus of skill and strategy instruction is targeted so as to bring the children just a bit further along relative to what they are currently able to do.
A group interested in a particular topic or book). All of these approaches to grouping may occur in any given classroom. For purposes of primary reading instruction, however, it is important that the children receive their supported reading lessons in small groups formed on the basis of their current reading levels. Supported Reading We use the term supported reading rather than guided reading in order to distinguish small-group reading instruction provided in the ISA from guided reading as described by Fountas and Pinnell (1996), as the two approaches differ in several important ways.