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• Cover
• The Guilford Practical Intervention in the Schools Series
• Title Page
• Copyright Page
• Dedication Page
• About the Authors
• Contents
• 1. Introduction and Overview
• Characteristics of the Approach Taken in This Book
• A Brief Overview of the Second Edition
• 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
• Prerequisite Skills
• Teaching Materials and Difficulty Levels
• Other Qualities of Teaching Materials
• Summarizing with an Example
• Sufficient Time for Learning and Meaningful Active Engagement
• Responsive Instruction
• 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
• Internet Resources
• Aimsweb
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
• Headsprout
• Intervention Central
• National Center on Intensive Intervention (NCII)
• National Center on Progress Monitoring
• National Reading Panel
• 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
• Conclusions
• 4. Diverse Learners
• Who Are English Learners?
• Evidence-Based Guidelines and Practices for English Learners
• Formative Assessment
• 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
• Conclusions
• 5. Early Literacy
• What Is Early Literacy?
• Definition
• Phonological Awareness and Phonemic Awareness
• Letter Sounds and the Alphabetic Principle
• Phonics
• 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
• Case Example
• Selecting an Intervention Based on Assessment Data
• Instructional Program Examples
• Case Example Revisited
• Conclusions
• APPENDIX 5.1. Additional Early Literacy Intervention Package Resources
• Whole-Class Instruction
• Small-Group Instruction
• Computer Software
• 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
• Fluency-Induced Spirals
• Assessing Reading Fluency Using Curriculum-Based Measurement
• Curriculum-Based Measurement Oral Reading Fluency Assessment Materials
• Empirically Validated Reading Interventions
• Repeated Readings
• Phrase Drill Error Correction
• Performance Feedback
• 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
• Classwide Peer Tutoring
• Conclusions
• 7. Vocabulary
• 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
• Putting It All Together
• 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
• Modeling
• Scaffolding
• Feedback
• Intensifying Vocabulary Instruction for English Learners
• Conclusions
• 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
• Combining Procedures
• Text Choices
• What Texts Should Teachers Choose?
• What Are Appropriate Self-Selected Books?
• Reinforcing Reading Comprehension
• Intervening with Feedback and Reinforcement
• Intensifying and Pacing Instruction
• Assessment
• Oral Retell Measures of Comprehension
• Examiner-Written Comprehension Questions
• Rate of Comprehension
• Cautious Decision Making Based on Comprehension Assessment
• Conclusions
• 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
• Wrapping Up
• References
• Index
• About Guilford Press
• Discover Related Guilford Books