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Handbook of Reading InterventionsFrom The Guilford Press
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Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches.
- Sales Rank: #403980 in Books
- Published on: 2013-01-15
- Original language: English
- Number of items: 1
- Dimensions: 9.86" h x .94" w x 7.06" l, 1.63 pounds
- Binding: Paperback
- 436 pages
Review
"This is a gem of a book that accomplishes the most difficult task of both providing a research base for the interventions and describing them in meaningful ways for practicing teachers. What makes this book exceptional is that each chapter is packed with instructional practices that are proven to enhance student outcomes."--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, University of Texas
"In this timely volume, well-established researchers summarize what is known about how to improve students' reading performance and provide specific ideas for applying this knowledge in schools. It is a valuable resource for educators seeking to use research-based interventions in developing effective literacy programs. The Handbook is unique in its range--preschool through secondary levels--and its comprehensiveness. It addresses content-area instruction; various factors affecting comprehension; writing; the older reader; and more, and presents actual lessons that illustrate instructional strategies. It could serve as a text for a graduate course on working with struggling readers."--Rita M. Bean, PhD, Department of Instruction and Learning (Emerita), University of Pittsburgh
"The editors have done some of the seminal research on response to intervention (RTI) in reading. This volume opens up new dimensions to what RTI in literacy can be and how it can be expanded to include comprehension, vocabulary development, writing, and study skills. It should have a profound effect on the field."--Russell Gersten, PhD, Director, Instructional Research Group, Los Alamitos, California
About the Author
Rollanda E. O'Connor, PhD, is Professor of Education at the University of California, Riverside. She taught reading in special and general education classrooms for many years and has conducted numerous intervention studies in special and general education settings, explored procedures to predict in kindergarten and first grade which children are likely to develop reading difficulties, and followed the reading progress of children who received early intervention. Her longitudinal studies of intervention and assessment led to the development (with Patricia F. Vadasy) of Ladders to Literacy, a collection of phonological and print awareness activities and scaffolding suggestions for children at risk for reading problems, and the book Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties. Dr. O'Connor's current research includes evaluating the effects of early, continuous intervention across the first 4 years of schooling and developing research-based interventions for students with reading difficulties in the intermediate grades.
Patricia F. Vadasy, PhD, is Senior Researcher at the Oregon Research Institute in Seattle, Washington. Her background is in early reading acquisition and instruction, instructional design, and intervention research. Dr. Vadasy oversees a research team engaged in research on effective school-based literacy interventions for at-risk and struggling students. She has published findings on her grant-funded intervention research widely in peer-reviewed journals. She is the lead author (with Rollanda E. O’Connor) of the Sound Partners code-oriented supplemental tutoring program and coauthor (with Rollanda E. O’Connor) of the Ladders to Literacy preschool and kindergarten programs.
Most helpful customer reviews
1 of 1 people found the following review helpful.
Excellent source for research-based reading interventions
By Mountain Grandpa
This book is both scholarly and practical. If you really want to know which teaching strategies and activities are supported by research, this is the best of the many intervention books I have read. It covers all the areas of reading: Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension and more. In most chapters there is a fairly concise list of best practices. The teaching strategies used in research studies are described in an appropriate amount of detail and the bibliography in each chapter will lead you to more complete explanations. This is not really a how to book, but it will help you decide on which strategies and programs will be most useful for leading children to success in literacy.
0 of 0 people found the following review helpful.
Five Stars
By Lee
very good reference book
0 of 1 people found the following review helpful.
Vocabulary development
By Sylvie-Anne Barbeau
I only read two chapters, For now I like it and it correspond to m'y study subject.
I recommande this book to any one is interesting ideas ideas interventions.
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