Cover

Contents

I. A Comprehensive Approac h to Early Intervention

1. The Interactive Strategies Approach

Characteristics of the ISA

Studies of the ISA

The ISA and Response to Intervention

Reading Is a Complicated Process and Requires Comprehensive Instruction

Children Who Struggle with Literacy Acquisition

Instructional Goals in the ISA

General Principles for Preventing Reading Difficulties

Organization of the Book

2. Responsive Classroom Instruction

Classroom Instruction in an RTI Context

Developing a Language Arts Program for Readers at Multiple Levels

A Week and a Day in First Grade

Small-Group Literacy Instruction

Interventions Beyond the Classroom

3. Motivation to Read and Write

Promoting Interest in Books

Developing a Sense of Confidence and Competence

Attributions for Success

Goal Orientation: Intrinsic versus Extrinsic Motivation

Documenting Literacy Motivation

Motivation and RTI

II. Learning the Alphabetic Code

Introduction

4. Purposes and Conventions of Print

The Purposes of Print

Conventions of Print

Evaluating and Documenting Children’s Progress

5. Phonological Awareness

Phonemic Awareness versus Phonics

Why Is Phonemic Awareness Important?

Phonemic Awareness and Reading Problems

Instructional Influences on the Development of Phonemic Awareness

Why Is It Difficult for Some Children to Notice/Attend to Phonemes?

Assessing Phonological Awareness

Grouping and Pacing

Activities for Promoting (and Assessing) Phonological Awareness

Evaluating and Documenting Children’s Progress

6. Letter Naming

Assessing Letter Knowledge

Choosing Letters for Instruction

Sequence of Objectives for Learning about Letters

Letter Recognition

Letter Naming

Evaluating and Documenting Children’s Progress in Letter Identification

Letter Production

Evaluating and Documenting Children’s Progress in Letter Production

7. Letter–Sound Association

The Link between Letter Names and Letter Sounds

Selecting and Using Key Words (Mnemonics)

Teaching and Practicing Letter Sounds

Evaluating and Documenting Children’s Progress in Letter–Sound Knowledge

8. The Alphabetic Principle and the Alphabetic Code

Early Development of Skill in Using the Alphabetic Code

Teaching the Concept of the Alphabetic Principle: Beginning Letters

Teaching the Concept of the Alphabetic Principle: Ending Letters

Later Development of Skill in Using the Alphabetic Code

Evaluating and Documenting Children’s Progress

9. Larger Orthographic Units and Multisyllabic Words

Phonograms and Word Families

Decoding Words with Multiple Syllables

Evaluating and Documenting Children’s Progress in Using Larger Orthographic Units

III. Word Learning

Introduction

10. Strategic Word Learning

Approaches to Word Identification

Strategic Word Learning

Teaching to Promote the Use of Word Identification Strategies

Word Identification Strategy-­Focused Instruction

Evaluating and Documenting Children’s Progress

11. High-­F requency Word Learning

Early Instruction of High-­Frequency Words

Later Instruction of High-­Frequency Words and Building Automaticity

Evaluating and Documenting Children’s Progress

IV. Meaning Construction

Introduction

12. Vocabulary and Oral Language Development

Language and Reading

Instruction to Support Vocabulary Development

Interactive Read-­Alouds and Conversations to Promote the Development of Vocabulary and Oral Language

Evaluating and Documenting Children’s Progress

13. Comprehension and General Knowledge

The Process of Comprehension

Active Meaning Construction

Levels of Comprehension

Knowledge and Comprehension

Instruction and Knowledge Development

Comprehension Instruction

Evaluating and Documenting Children’s Progress

V. Implementing Intensified Instruction

Introduction

14. Small-Group and One-to-One Intervention

Coordination across Instructional Settings

Goals of Instruction

Intervention Lessons: General Overview

A Complete Small-Group Lesson

Intensifying Instruction: One-to-One Intervention

15. A Proposed Model for Multi-­T iered Intervention

Kindergarten

First Grade

Second Grade and Beyond

A Final Word on Assessment

References

Index