Chapter
Chapter 1. Introduction and Overview
Characteristics of the Approach Taken in This Book
A Brief Overview of the Second Edition
Chapter 2. Where Do You Start as a Consultant?
Reading Targets across the Continuum of Reading Proficiency
Qualities and Characteristics of Effective Reading Instruction
The Instructional Hierarchy
Teaching Materials and Difficulty Levels
Other Qualities of Teaching Materials
Summarizing with an Example
Sufficient Time for Learning and Meaningful Active Engagement
Identifying the Entry Point for Intervention Efforts
Too Much Effort for Too Little Yield
Unsound Instructional Environment
Conflicting Organizational Priorities
Unwillingness to Cooperate
The Right Questions Are Not Being Asked
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
National Center on Intensive Intervention (NCII)
National Center on Progress Monitoring
Chapter 3. Multi‑Tiered Reading Interventions
The Origins of Response to Intervention as a Multi-Tiered Intervention Model
How Multi‑Tiered Interventions Are Structured in Response to Intervention
Evaluating and Selecting a Strong Core Curriculum
Looking for Research‑Based Curricula
Using Screening Data to Evaluate Your Core Reading Curriculum
Common Problems with Core Curricula
Making Adjustments within Tiers
Chapter 4. Diverse Learners
Who Are English Learners?
Evidence‑Based Guidelines and Practices for English Learners
Small‑Group Interventions
Heterogeneous Ability Groupings
High‑Quality Vocabulary Instruction
Academic Language and the Use of Supplementary Materials
How to Appropriately Assess English Learners
Determining Areas for Growth
Chapter 5. Early Literacy
Phonological Awareness and Phonemic Awareness
Letter Sounds and the Alphabetic Principle
Why Is It Difficult for Some Students to Establish Proficient Early Literacy Skills?
Recommendations for Early Literacy Instruction in a Multi‑Tiered Framework
Key Features of Good Content Instruction (What to Teach) in Early Literacy
Key Features of Good Delivery of Instruction (How to Teach) in Early Literacy
Selecting an Intervention Based on Assessment Data
Instructional Program Examples
Appendix 5.1. Additional Early Literacy Intervention Package Resources
Chapter 6. Producing Measurable Increases in Reading Fluency
Why Is Fluency Important?
Fluent Readers Are More Likely to Comprehend
Fluent Readers Are More Likely to Choose to Read
Fluent Reading Is Less Effortful
Assessing Reading Fluency Using Curriculum‑Based Measurement
Curriculum‑Based Measurement Oral Reading Fluency Assessment Materials
Empirically Validated Reading Interventions
Phrase Drill Error Correction
Modeling: Listening While Reading
Teaching Words in Isolation
The Context for Reading Intervention: Putting the Components Together
Prioritizing Intervention Strategies
When You Can’t Go Lower in the Curricular Basal Series
Why Is It Important to Teach Vocabulary?
Instructional Strategies for Increasing Vocabulary
Strategies for All Students as Word Learners
Strategies for Young Word Learners
Strategies for Older Word Learners
Assessing Vocabulary Knowledge
The What and How of Sensitive Vocabulary Assessments
What Standardized Norm‑Referenced Vocabulary Assessments Can Tell You
Intensifying Vocabulary Instruction in a Multi-Tiered Framework
Intensifying Vocabulary Instruction for English Learners
Chapter 8. Reading Comprehension
What Is Reading Comprehension?
Reading Activities Appropriate for the Reader
Prereading or Previewing Comprehension Activities
Comprehension Activities and Strategies during Reading
Postreading Comprehension Activities
What Texts Should Teachers Choose?
What Are Appropriate Self‑Selected Books?
Reinforcing Reading Comprehension
Intervening with Feedback and Reinforcement
Intensifying and Pacing Instruction
Oral Retell Measures of Comprehension
Examiner‑Written Comprehension Questions
Cautious Decision Making Based on Comprehension Assessment
Chapter 9. Accountability: Are You Making a Measurable Difference?
The Measure of Professional Performance
The Importance of Accountable Practice
Overcoming Sources of Professional Error in Practice
The Need for Local Validation of Outcomes for Professional Services
It Starts with the Individual
The Changing Context for Meeting the Needs of Students with Reading Problems
Rounding Out Your Reading Intervention‑Based Services with an Accountability Component
An Explicit Model of Service Delivery
An Explicit Model of Accountability
Data Summarization Methods
Pulling the Data Together and Reporting Results
Gauging Your Outcomes: Establishing a Basis for Comparison
Sharing Your Results with Others
Interventions for Reading Problems, Second Edition
：Designing and Evaluating Effective Strategies
( The Guilford Practical Intervention in the Schools Series )
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
