Intervention strategies to follow informal reading inventory assessment: so what do I do now?
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 299 S. |
| ISBN: | 9780132907088 0132907089 |
Internformat
MARC
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| 020 | |a 9780132907088 |c pbk |9 978-0-13-290708-8 | ||
| 020 | |a 0132907089 |9 0-13-290708-9 | ||
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| 035 | |a (DE-599)BVBBV040543103 | ||
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| 100 | 1 | |a Caldwell, JoAnne Schudt |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Intervention strategies to follow informal reading inventory assessment |b so what do I do now? |c JoAnne Schudt Caldwell, Lauren Leslie |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a XII, 299 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
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| 650 | 4 | |a Reading |x Remedial teaching | |
| 650 | 4 | |a Reading |x Ability testing | |
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Datensatz im Suchindex
| _version_ | 1804149634881290240 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE IX
CHAPTER 1
AN OVERVIEW OF READING INSTRUCTION FOR STRUGGLING READERS 1
READING INSTRUCTION-PAST AND PRESENT PERSPECTIVES 2 SUCCESSFUL
INTERVENTION-A NEW PERSPECTIVE 3
PRINCIPLES OF EFFECTIVE INTERVENTION PROGRAMS 5
CURRENT ISSUES 8
SUMMARY 14
REFERENCES AND RECOMMENDED READINGS 14
CHAPTER 2
PATTERNS OF READING DIFFICULTY 18 GENERAL PATTERNS 19
DEFINING A STUDENT S READING LEVEL 21
READING LEVEL: AN INDICATOR OF PROBLEM SEVERITY 21
READING LEVEL: AN INDICATOR OFWORD IDENTIFICATION PROFICIENCY
READING LEVEL: AN INDICATOR OF COMPREHENSION PROFICIENCY
DESIGNING THE INTERVENTION FOCUS 25
SUMMARY 27
REFERENCES AND RECOMMENDED READINGS 27
CHAPTER 3
THE STRUCTURE OF INTERVENTION SESSIONS 28 THE IMPORTANCE OF CONSISTENT
STRUCTURE 29 INDIVIDUAL INTERVENTION STRUCTURES K-5 31
GROUP INTERVENTION STRUCTURES K-5 32
INTERVENTION STRUCTURES 6-12 34
CLASSROOM STRUCTURES THAT FOSTER THE GROWTH OF STRUGGLING READERS 36
22
24
IMAGE 2
LV CONTENTS
DESIGNING YOUR OWN STRUCTURE 37
APPLICATION TO ENGLISH LANGUAGE LEARNERS 38
APPLICATION TO ADOLESCENT LEARNERS 38
RESPONSE TO INTERVENTION (RTI) 42
SUMMARY 42
REFERENCES AND RECOMMENDED READINGS 43
CHAPTER 4
PHONOLOGICAL AWARENESS 46 WHAT IS PHONOLOGICAL AWARENESS AND WHY IS IT
IMPORTANT? 47
THE IMPORTANCE OF RHYME 49
THE INFORMAL READING INVENTORY AS AN INDICATOR OF RHYME KNOWLEDGE 50
PHONOLOGICAL AWARENESS INSTRUCTION 53
THE IMPORTANCE OF PHONERNIC AWARENESS 53
DEVELOPING PHONERNIC AWARENESS AURALLY 56
APPLICATION TO WRITING 59
APPLICATION TO ENGLISH LANGUAGE LEARNERS 60
APPLICATION TO ADOLESCENT LEARNERS 62
RESPONSE TO INTERVENTION (RTI) 62
SUMMARY 63
REFERENCES AND RECOMMENDED READINGS 63
CHAPTER S
WORD IDENTIFICATION INSTRUCTION: PHONICS AND MORE 66
WHAT IS SYSTEMATIC PHONICS INSTRUCTION? 68 THE INFORMAL READING
INVENTORY AS AN INDICATOR OF PROBLEMS WITH WORD IDENTIFICATION 68
GUIDELINES FOR EXEMPLARY PHONICS INSTRUCTION 71
TEACHING CONSONANT SOUNDS USING SHARED READING 73
PROCEDURES FOR TEACHING CONSONANT SOUNDS USING SHARED READING 73
TEACHING VOWEL SOUNDS: USING SPELLING PATTERNS TO READ BY ANALOGY 76
THE IMPORTANCE OF CROSS-CHECKING 85
HOW TO LEARN WORDS THAT ARE DIFFICULT TO DECODE 85
PUTTING IT ALL TOGETHER: GUIDED READING 90
TEACHER PROMPTING DURING ORAL READING 91
IMAGE 3
105
108
118
CONTENTS V
APPLICATION TO SPELLING 92
APPLICATION TO ENGLISH LANGUAGE LEARNERS 93
APPLICATION TO ADOLESCENT LEARNERS 95
RESPONSE TO INTERVENTION (RTI) 97
SUMMARY 97
REFERENCES AND RECOMMENDED READINGS 98
CHAPTER 6
WORD IDENTIFICATION INSTRUCTION: FLUENCY 101 THE IMPORTANCE OF FLUENCY
102 THE INFORMAL READING INVENTORY AS AN INDICATOR OF LACK OF FLUENCY
103
GENERAL PRINCIPLES FOR DEVELOPING FLUENCY
INSTRUCTIONAL ACTIVITIES FOR DEVELOPING FLUENCY
APPLICATION TO ENGLISH LANGUAGE LEARNERS
APPLICATION TO ADOLESCENT LEARNERS 118
RESPONSE TO INTERVENTION (RTI) 119
SUMMARY 120
REFERENCES AND RECOMMENDED READINGS 121
CHAPTER 7
PRIOR KNOWLEDGE AND CONCEPT DEVELOPMENT 124
HOW PRIOR KNOWLEDGE AFFECTS COMPREHENSION 125 HOW TO ASSESS PRIOR
KNOWLEDGE 127
BUILDING A KNOWLEDGE BASE: CONCEPT DEVELOPMENT 130
APPLICATION TO ENGLISH LANGUAGE LEARNERS 136
APPLICATION TO ADOLESCENT LEARNERS 139
RESPONSE TO INTERVENTION (RTI) 139
SUMMARY 139
REFERENCES AND RECOMMENDED READINGS 140
CHAPTER 8
VOCABULARY LEARNING 142 THE IMPORTANCE OF VOCABULARY LEARNING 143 THE
INFORMAL READING INVENTORY AS AN INDICATOR OF VOCABULARY LEARNING 144
GENERAL PRINCIPLES FOR DEVELOPING VOCABULARY LEARNING 146
IMAGE 4
VI CONTENTS
INSTRUCTIONAL ACTIVITIES FOR FOSTERING WORD LEARNING 153
APPLICATION TO WRITING 160
APPLICATION TO ENGLISH LANGUAGE LEARNERS (ELLS) 161
APPLICATION TO ADOLESCENT LEARNERS 163
RESPONSE TO INTERVENTION (RTI) 164
SUMMARY 164
REFERENCES AND RECOMMENDED READINGS 165
APPENDIX 8.1 168
CHAPTER 1
COMPREHENSION INSTRUCTION: RETELLING NARRATIVE TEXT 170
THE IMPORTANCE OF RETELLING 171 WHAT IS AN EFFECTIVE RETELLING? 171
HOW IS AN UNDERSTANDING OF NARRATIVE STRUCTURE DEVELOPED? 172
THE INFORMAL INVENTORY AS AN INDICATOR OF ABILITY TO RETELL NARRATIVE
TEXT 172
GENERAL PRINCIPLES FOR DEVELOPING NARRATIVE RETELLING 175
BIOGRAPHIES: BRIDGING NARRATIVE AND EXPOSITORY TEXT 178
APPLICATION TO WRITING 180
APPLICATION TO ENGLISH LANGUAGE LEARNERS (ELLS) 181
APPLICATION TO ADOLESCENT LEARNERS 183
RESPONSE TO INTERVENTION (RTI) 185
SUMMARY 185
REFERENCES AND RECOMMENDED READINGS 185
CHAPTER 10
COMPREHENSION INSTRUCTION: EXPOSITORY RETELLING 187
RETELLING EXPOSITORY TEXT 188 THE INFORMAL READING INVENTORY AS AN
INDICATOR OF ABILITY TO RETELL EXPOSITORY TEXT 188
GENERAL PRINCIPLES FOR DEVELOPING EFFECTIVE EXPOSITORY RETELLINGS AND
SUMMARIES 190
INSTRUCTIONAL STRATEGIES FOR CONSTRUCTING EXPOSITORY RETELLINGS 193
EXPOSITORY IDEA MAP 200
MAIN IDEA MAP 205
APPLICATION TO WRITING 207
IMAGE 5
CONTENTS VA
APPLICATION TO ENGLISH LANGUAGE LEARNERS (ELLS) 208 APPLICATION TO
ADOLESCENT LEAMERS 208
RESPONSE TO INTERVENTION (RTI) 209
SUMMARY 210
REFERENCES AND RECOMMENDED READINGS 210
APPENDIX 10.1 212
CHAPTER 11
COMPREHENSION INSTRUCTION: ANSWERING QUESTIONS 219
THE COMPLEXITY OF ANSWERING QUESTIONS 220 THE IMPORTANCE OF
SELF-QUESTIONING 222
THE INFORMAL READING INVENTORY AS AN INDICATOR OF ABILITY TO ANSWER
QUESTIONS 223
GENERAL PRINCIPLES FOR HELPING STUDENTS TO ANSWER QUESTIONS 225
INSTRUCTIONAL ACTIVITIES FOR ANSWERING QUESTIONS 227
APPLICATION TO WRITING 233
APPLICATION TO ENGLISH LANGUAGE LEARNERS (ELLS) 234
APPLICATION TO ADOLESCENT LEARNERS 235
RESPONSE TO INTERVENTION (RTI) 235
SUMMARY 236
REFERENCES AND RECOMMENDED READINGS 237
CHAPTER 12
COMPREHENSION INSTRUCTION: GENERAL INTERACTIVE 5TRATEGIES 238
THE IMPORTANCE OF COMPREHENSION STRATEGIES 239 THE INFORMAL READING
INVENTORY AS AN INDICATOR OF PROBLEMS WITH COMPREHENSION 240
FRAMEWORKS FOR INTERACTIVE TEACHING OF COMPREHENSION STRATEGIES 241
APPLICATION TO WRITING 260
APPLICATION TO ENGLISH LANGUAGE LEARNERS (ELLS) 261
APPLICATION TO ADOLESCENT LEARNERS 263
RESPONSE TO INTERVENTION (RTI) 264
SUMMARY 265
REFERENCES AND RECOMMENDED READINGS 266
IMAGE 6
VLU CONTENTS
CHAPTER 13
PULLING IT ALL TOGETHER: DESIGNING THE INTERVENTION STRUCTURE 269
PRIMARY LEVEL INTERMEDIATE LEVEL
270
275
MIDDLE LEVEL 278
GENERIC INTERVENTION PLAN 281
SUMMARY 283
A PP END IX SUMMARY OF INTERVENTION STRATEGIES 284
INDEX 288
|
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| spelling | Caldwell, JoAnne Schudt Verfasser aut Intervention strategies to follow informal reading inventory assessment so what do I do now? JoAnne Schudt Caldwell, Lauren Leslie 3. ed. Boston ; Munich [u.a.] Pearson 2013 XII, 299 S. txt rdacontent n rdamedia nc rdacarrier Reading Remedial teaching Reading Ability testing Leistungsmessung (DE-588)4167290-2 gnd rswk-swf Förderunterricht (DE-588)4017776-2 gnd rswk-swf Lesefähigkeit (DE-588)4167435-2 gnd rswk-swf Lesefähigkeit (DE-588)4167435-2 s Förderunterricht (DE-588)4017776-2 s DE-604 Leistungsmessung (DE-588)4167290-2 s 1\p DE-604 Leslie, Lauren Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025388960&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Caldwell, JoAnne Schudt Leslie, Lauren Intervention strategies to follow informal reading inventory assessment so what do I do now? Reading Remedial teaching Reading Ability testing Leistungsmessung (DE-588)4167290-2 gnd Förderunterricht (DE-588)4017776-2 gnd Lesefähigkeit (DE-588)4167435-2 gnd |
| subject_GND | (DE-588)4167290-2 (DE-588)4017776-2 (DE-588)4167435-2 |
| title | Intervention strategies to follow informal reading inventory assessment so what do I do now? |
| title_auth | Intervention strategies to follow informal reading inventory assessment so what do I do now? |
| title_exact_search | Intervention strategies to follow informal reading inventory assessment so what do I do now? |
| title_full | Intervention strategies to follow informal reading inventory assessment so what do I do now? JoAnne Schudt Caldwell, Lauren Leslie |
| title_fullStr | Intervention strategies to follow informal reading inventory assessment so what do I do now? JoAnne Schudt Caldwell, Lauren Leslie |
| title_full_unstemmed | Intervention strategies to follow informal reading inventory assessment so what do I do now? JoAnne Schudt Caldwell, Lauren Leslie |
| title_short | Intervention strategies to follow informal reading inventory assessment |
| title_sort | intervention strategies to follow informal reading inventory assessment so what do i do now |
| title_sub | so what do I do now? |
| topic | Reading Remedial teaching Reading Ability testing Leistungsmessung (DE-588)4167290-2 gnd Förderunterricht (DE-588)4017776-2 gnd Lesefähigkeit (DE-588)4167435-2 gnd |
| topic_facet | Reading Remedial teaching Reading Ability testing Leistungsmessung Förderunterricht Lesefähigkeit |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025388960&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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