Intervention Strategies to Follow Informal Reading Inventory Assessment
So What Do I Do Now?
2nd Edition
Published on 7. August 2009
Book
Paperback/Softback
264 pages
978-0-205-60855-3 (ISBN)
Description
This book is effective as a classroom text to be used alongside an Informal Reading Inventory. It is equally effective as a classroom tool. The informal reading inventory examiner can use it to suggest specific instructional directions in his/her evaluation report. The classroom teacher can use this book to base instruction on informal reading assessment which s/he may or may not have conducted. The classroom teacher will also find many instructional suggestions that can be used with all students, not just those who are struggling with reading.
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 276 mm
Width: 216 mm
Weight
685 gr
ISBN-13
978-0-205-60855-3 (9780205608553)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Joanne Caldwell | JoAnne Schudt Caldwell | Lauren Leslie
Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?
So What Do I Do Now?
Book
11/2012
3rd Edition
Pearson
€70.99
Article not available at the moment
Previous edition
JoAnne Schudt Caldwell | Lauren Leslie
Intervention Strategies to Follow Informal Reading Inventory Assessment
So What Do I Do Now?
Book
12/2004
Pearson
€49.75
Article exhausted; check for reprint
Persons
Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 andReading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.
Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, " Factors that predict success in an early literacy intervention program." She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.
Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, " Factors that predict success in an early literacy intervention program." She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.
Content
Preface ix
CHAPTER ONE
An Overview of Reading Instruction for Struggling Readers 1
Reading Instruction-Past Perspectives 1
Reading Instruction-Present Perspectives 3
Principles of Effective Intervention Programs 4
Current Issues 5
Summary 9
References and Recommended Readings 10
CHAPTER TWO
Patterns of Reading Difficulty 15
General Patterns 15
Defining a Student's Reading Level 17
Reading Level: An Indicator of Problem Severity 18
Reading Level: An Indicator of Word Identification Proficiency 18
Reading Level: An Indicator of Comprehension Proficiency 21
Designing the Intervention Focus 22
Summary 23
References and Recommended Readings 24
CHAPTER THREE
The Structure of Intervention Sessions 25
The Importance of Consistent Structure 26
Individual Tutoring Structures at the Elementary Level 28
Individual Tutoring Structures at the Middle Level 29
Group Tutoring Structures at the Elementary Level 29
Group Tutoring Structures at the Middle Level 32
Group Tutoring Structures at the High School Level 33
Classroom Intervention Structures 34
Schoolwide Intervention 36
Designing Your Own Structure 36
Application to English Language Learners 37
Application to Adolescent Learners 41
Response to Intervention 41
Summary 41
References and Recommended Readings 42
CHAPTER FOUR
Phonological Awareness 45
What Is Phonological Awareness and Why Is It Important? 46
The Importance of Rhyme 48
The Informal Reading Inventory as an Indicator of Rhyme Knowledge 49
Phonological Awareness Instruction 50
The Importance of Phonemic Awareness 53
Developing Phonemic Awareness Aurally 55
Application to English Language Learners 58
Application to Adolescent Learners 60
Response to Intervention 60
Summary 61
References and Recommended Readings 61
CHAPTER FIVE
Word Identification Instruction: Phonics and More 63
What is Systematic Phonics Instruction? 64
The Informal Reading Inventory as an Indicator of Problems with Word Identification 65
Guidelines for Exemplary Phonics Instruction 67
Teaching Consonant Sounds Using Shared Reading 69
Teaching Vowel Sounds: Using Spelling Patterns to Read by Analogy 72
The Importance of Cross-Checking 76
How to Learn Words That Are Difficult to Decode 81
Putting It All Together: Guided Reading 85
Teacher Prompting During Oral Reading 87
Application to English Language Learners 88
Application to Adolescent Learners 89
Response to Intervention 91
Summary 91
References and Recommended Readings 92
CHAPTER SIX
Word Identification Instruction: Fluency 95
The Importance of Fluency 95
The Informal Reading Inventory as an Indicator of Lack of Fluency 96
General Principles for Developing Fluency 98
Instructional Activities for Developing Fluency 99
Application to English Language Learners 108
Application to Adolescent Learners 110
Response to Intervention 110
Summary 111
References and Recommended Readings 111
CHAPTER SEVEN
Prior Knowledge and Concept Development 115
How Prior Knowledge Affects Comprehension 115
How to Assess Prior Knowledge 118
Building a Knowledge Base: Concept Development 119
Application to English Language Learners 123
Application to Adolescent Learners 125
Response to Intervention 125
Summary 125
References and Recommended Readings 126
CHAPTER EIGHT
Vocabulary Learning 127
The Importance of Vocabulary Learning 127
The Informal Reading Inventory as an Indicator of Vocabulary Learning 129
General Principles for Developing Vocabulary Learning 129
Instructional Activities for Fostering Word Learning 134
Application to English Language Learners 142
Application to Adolescent Learners 143
Response to Intervention 144
Summary 145
References and Recommended Readings 145
CHAPTER NINE
Comprehension Instruction: Retelling Narrative Text 151
The Importance of Retelling 151
The Informal Inventory as an Indicator of Ability to Retell Narrative Text 152
General Principles for Developing Narrative Retelling 154
The Importance of Modeling 155
Biographies: Bridging Narrative and Expository Text 156
Application to English Language Learners 159
Application to Adolescent Learners 161
Response to Intervention 162
Summary 163
References and Recommended Readings 163
CHAPTER TEN
Comprehension Instruction: Expository Retelling 165
Retelling Expository Text 165
The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text 166
General Principles for Developing Effective Expository Retellings 167
Instructional Strategies for Constructing Expository Retellings 170
Expository Idea Map 176
Main Idea Map 180
Application to English Language Learners 182
Application to Adolescent Learners 183
Response to Intervention 183
Summary 184
References and Recommended Readings 184
CHAPTER ELEVEN
Comprehension Instruction: Answering Questions 193
The Complexity of Answering Questions 193
The Importance of Self-Questioning 195
The Informal Reading Inventory as an Indicator of Ability to Answer Questions 196
General Principles for Helping Students to Answer Questions 197
Instructional Activities for Answering Questions 199
Application to English Language Learners 205
Application to Adolescent Learners 206
Response to Intervention 206
Summary 207
References and Recommended Readings 207
CHAPTER TWELVE
Comprehension Instruction: General Interactive Strategies 209
The Informal Reading Inventory as an Indicator of Problems with Comprehension 210
Frameworks for Interactive Teaching of Comprehension Strategies 210
Application to English Language Learners 224
Application to Adolescent Learners 226
Response to Intervention 227
Summary 228
References and Recommended Readings 228
CHAPTER THIRTEEN
Pulling It All Together: Designing the Intervention Structure 231
Primary Level 232
Intermediate Level 236
Middle Level 240
A Generic Intervention Plan 243
Summary 244
Appendix Summary of Intervention Strategies 245
Index 249
CHAPTER ONE
An Overview of Reading Instruction for Struggling Readers 1
Reading Instruction-Past Perspectives 1
Reading Instruction-Present Perspectives 3
Principles of Effective Intervention Programs 4
Current Issues 5
Summary 9
References and Recommended Readings 10
CHAPTER TWO
Patterns of Reading Difficulty 15
General Patterns 15
Defining a Student's Reading Level 17
Reading Level: An Indicator of Problem Severity 18
Reading Level: An Indicator of Word Identification Proficiency 18
Reading Level: An Indicator of Comprehension Proficiency 21
Designing the Intervention Focus 22
Summary 23
References and Recommended Readings 24
CHAPTER THREE
The Structure of Intervention Sessions 25
The Importance of Consistent Structure 26
Individual Tutoring Structures at the Elementary Level 28
Individual Tutoring Structures at the Middle Level 29
Group Tutoring Structures at the Elementary Level 29
Group Tutoring Structures at the Middle Level 32
Group Tutoring Structures at the High School Level 33
Classroom Intervention Structures 34
Schoolwide Intervention 36
Designing Your Own Structure 36
Application to English Language Learners 37
Application to Adolescent Learners 41
Response to Intervention 41
Summary 41
References and Recommended Readings 42
CHAPTER FOUR
Phonological Awareness 45
What Is Phonological Awareness and Why Is It Important? 46
The Importance of Rhyme 48
The Informal Reading Inventory as an Indicator of Rhyme Knowledge 49
Phonological Awareness Instruction 50
The Importance of Phonemic Awareness 53
Developing Phonemic Awareness Aurally 55
Application to English Language Learners 58
Application to Adolescent Learners 60
Response to Intervention 60
Summary 61
References and Recommended Readings 61
CHAPTER FIVE
Word Identification Instruction: Phonics and More 63
What is Systematic Phonics Instruction? 64
The Informal Reading Inventory as an Indicator of Problems with Word Identification 65
Guidelines for Exemplary Phonics Instruction 67
Teaching Consonant Sounds Using Shared Reading 69
Teaching Vowel Sounds: Using Spelling Patterns to Read by Analogy 72
The Importance of Cross-Checking 76
How to Learn Words That Are Difficult to Decode 81
Putting It All Together: Guided Reading 85
Teacher Prompting During Oral Reading 87
Application to English Language Learners 88
Application to Adolescent Learners 89
Response to Intervention 91
Summary 91
References and Recommended Readings 92
CHAPTER SIX
Word Identification Instruction: Fluency 95
The Importance of Fluency 95
The Informal Reading Inventory as an Indicator of Lack of Fluency 96
General Principles for Developing Fluency 98
Instructional Activities for Developing Fluency 99
Application to English Language Learners 108
Application to Adolescent Learners 110
Response to Intervention 110
Summary 111
References and Recommended Readings 111
CHAPTER SEVEN
Prior Knowledge and Concept Development 115
How Prior Knowledge Affects Comprehension 115
How to Assess Prior Knowledge 118
Building a Knowledge Base: Concept Development 119
Application to English Language Learners 123
Application to Adolescent Learners 125
Response to Intervention 125
Summary 125
References and Recommended Readings 126
CHAPTER EIGHT
Vocabulary Learning 127
The Importance of Vocabulary Learning 127
The Informal Reading Inventory as an Indicator of Vocabulary Learning 129
General Principles for Developing Vocabulary Learning 129
Instructional Activities for Fostering Word Learning 134
Application to English Language Learners 142
Application to Adolescent Learners 143
Response to Intervention 144
Summary 145
References and Recommended Readings 145
CHAPTER NINE
Comprehension Instruction: Retelling Narrative Text 151
The Importance of Retelling 151
The Informal Inventory as an Indicator of Ability to Retell Narrative Text 152
General Principles for Developing Narrative Retelling 154
The Importance of Modeling 155
Biographies: Bridging Narrative and Expository Text 156
Application to English Language Learners 159
Application to Adolescent Learners 161
Response to Intervention 162
Summary 163
References and Recommended Readings 163
CHAPTER TEN
Comprehension Instruction: Expository Retelling 165
Retelling Expository Text 165
The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text 166
General Principles for Developing Effective Expository Retellings 167
Instructional Strategies for Constructing Expository Retellings 170
Expository Idea Map 176
Main Idea Map 180
Application to English Language Learners 182
Application to Adolescent Learners 183
Response to Intervention 183
Summary 184
References and Recommended Readings 184
CHAPTER ELEVEN
Comprehension Instruction: Answering Questions 193
The Complexity of Answering Questions 193
The Importance of Self-Questioning 195
The Informal Reading Inventory as an Indicator of Ability to Answer Questions 196
General Principles for Helping Students to Answer Questions 197
Instructional Activities for Answering Questions 199
Application to English Language Learners 205
Application to Adolescent Learners 206
Response to Intervention 206
Summary 207
References and Recommended Readings 207
CHAPTER TWELVE
Comprehension Instruction: General Interactive Strategies 209
The Informal Reading Inventory as an Indicator of Problems with Comprehension 210
Frameworks for Interactive Teaching of Comprehension Strategies 210
Application to English Language Learners 224
Application to Adolescent Learners 226
Response to Intervention 227
Summary 228
References and Recommended Readings 228
CHAPTER THIRTEEN
Pulling It All Together: Designing the Intervention Structure 231
Primary Level 232
Intermediate Level 236
Middle Level 240
A Generic Intervention Plan 243
Summary 244
Appendix Summary of Intervention Strategies 245
Index 249