Interventions for reading problems :: designing and evaluating effective strategies /
This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency,...
Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York :
Guilford Press,
[2015]
|
| Ausgabe: | Second edition. |
| Schriftenreihe: | Guilford practical intervention in the schools series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports. This book is in The Guilford Practical Intervention in the Schools Series. |
| Beschreibung: | 1 online resource : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781462519408 1462519407 |
Internformat
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| 245 | 1 | 0 | |a Interventions for reading problems : |b designing and evaluating effective strategies / |c Edward J. Daly III, Sabina Neugebauer, Sandra Chafouleas, Christopher H. Skinner. |
| 250 | |a Second edition. | ||
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| 505 | 0 | |a Cover -- Half Title -- The Guilford Practical Intervention in the Schools Series -- Title -- Copyright -- Dedication -- About the Authors -- Contents -- 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 -- Prerequisite Skills -- Teaching Materials and Difficulty Levels. | |
| 505 | 8 | |a 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). | |
| 505 | 8 | |a National Center on Progress Monitoring -- National Reading Panel -- 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 -- Conclusions -- Chapter 4. Diverse Learners -- Who Are English Learners? | |
| 505 | 8 | |a 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 -- Chapter 5. Early Literacy -- What Is Early Literacy? -- Definition -- Phonological Awareness and Phonemic Awareness -- Letter Sounds and the Alphabetic Principle -- Phonics. | |
| 505 | 8 | |a 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. | |
| 520 | 8 | |a This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports. This book is in The Guilford Practical Intervention in the Schools Series. | |
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| _version_ | 1816882298427015168 |
| adam_text | |
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| author | Daly, Edward J., 1963- Neugebauer, Sabina Rak Chafouleas, Sandra Skinner, Christopher H. |
| author_GND | http://id.loc.gov/authorities/names/n2004102332 http://id.loc.gov/authorities/names/n2010012321 http://id.loc.gov/authorities/names/n2004102337 http://id.loc.gov/authorities/names/n2004097586 |
| author_facet | Daly, Edward J., 1963- Neugebauer, Sabina Rak Chafouleas, Sandra Skinner, Christopher H. |
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| callnumber-raw | LB1050.5 .D28 2015eb |
| callnumber-search | LB1050.5 .D28 2015eb |
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| contents | Cover -- Half Title -- The Guilford Practical Intervention in the Schools Series -- Title -- Copyright -- Dedication -- About the Authors -- Contents -- 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 -- 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 -- 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 -- Conclusions -- Chapter 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 -- Chapter 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. |
| ctrlnum | (OCoLC)899157288 |
| dewey-full | 372.43 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.43 |
| dewey-search | 372.43 |
| dewey-sort | 3372.43 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Second edition. |
| format | Electronic eBook |
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| indexdate | 2024-11-27T13:26:23Z |
| institution | BVB |
| isbn | 9781462519408 1462519407 |
| language | English |
| oclc_num | 899157288 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | Guilford Press, |
| record_format | marc |
| series | Guilford practical intervention in the schools series. |
| series2 | The Guilford practical intervention in the schools series |
| spelling | Daly, Edward J., 1963- author. https://id.oclc.org/worldcat/entity/E39PCjCkw6QpfTpyqWVryWhRw3 http://id.loc.gov/authorities/names/n2004102332 Interventions for reading problems : designing and evaluating effective strategies / Edward J. Daly III, Sabina Neugebauer, Sandra Chafouleas, Christopher H. Skinner. Second edition. New York : Guilford Press, [2015] ©2015 1 online resource : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier The Guilford practical intervention in the schools series Includes bibliographical references and index. Print version record. Cover -- Half Title -- The Guilford Practical Intervention in the Schools Series -- Title -- Copyright -- Dedication -- About the Authors -- Contents -- 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 -- 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 -- 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 -- Conclusions -- Chapter 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 -- Chapter 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. This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports. This book is in The Guilford Practical Intervention in the Schools Series. Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Lecture Enseignement correctif. EDUCATION Elementary. bisacsh Reading Remedial teaching fast Neugebauer, Sabina Rak, author. http://id.loc.gov/authorities/names/n2010012321 Chafouleas, Sandra, author. http://id.loc.gov/authorities/names/n2004102337 Skinner, Christopher H., author. http://id.loc.gov/authorities/names/n2004097586 has work: Interventions for reading problems (Text) https://id.oclc.org/worldcat/entity/E39PCGYYrf3rMjKWgKp93FdTXm https://id.oclc.org/worldcat/ontology/hasWork Print version: Daly, Edward J. Interventions for Reading Problems, Second Edition : Designing and Evaluating Effective Strategies. New York : Guilford Publications, ©2015 9781462519279 Guilford practical intervention in the schools series. http://id.loc.gov/authorities/names/n2001093684 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=853864 Volltext |
| spellingShingle | Daly, Edward J., 1963- Neugebauer, Sabina Rak Chafouleas, Sandra Skinner, Christopher H. Interventions for reading problems : designing and evaluating effective strategies / Guilford practical intervention in the schools series. Cover -- Half Title -- The Guilford Practical Intervention in the Schools Series -- Title -- Copyright -- Dedication -- About the Authors -- Contents -- 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 -- 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 -- 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 -- Conclusions -- Chapter 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 -- Chapter 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. Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Lecture Enseignement correctif. EDUCATION Elementary. bisacsh Reading Remedial teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85111670 |
| title | Interventions for reading problems : designing and evaluating effective strategies / |
| title_auth | Interventions for reading problems : designing and evaluating effective strategies / |
| title_exact_search | Interventions for reading problems : designing and evaluating effective strategies / |
| title_full | Interventions for reading problems : designing and evaluating effective strategies / Edward J. Daly III, Sabina Neugebauer, Sandra Chafouleas, Christopher H. Skinner. |
| title_fullStr | Interventions for reading problems : designing and evaluating effective strategies / Edward J. Daly III, Sabina Neugebauer, Sandra Chafouleas, Christopher H. Skinner. |
| title_full_unstemmed | Interventions for reading problems : designing and evaluating effective strategies / Edward J. Daly III, Sabina Neugebauer, Sandra Chafouleas, Christopher H. Skinner. |
| title_short | Interventions for reading problems : |
| title_sort | interventions for reading problems designing and evaluating effective strategies |
| title_sub | designing and evaluating effective strategies / |
| topic | Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Lecture Enseignement correctif. EDUCATION Elementary. bisacsh Reading Remedial teaching fast |
| topic_facet | Reading Remedial teaching. Lecture Enseignement correctif. EDUCATION Elementary. Reading Remedial teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=853864 |
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