Full Description
This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies approach is designed around essential instructional goals related both to learning to identify words and to comprehending text. Detailed guidance is provided on ways to target these goals with K-2 students at risk for reading difficulties. Assessment and instructional strategies for whole-class, small-group, and one-to-one settings are discussed in depth. Numerous reproducible forms for documenting student learning are included.
Contents
Part IStrategies Approach. Responsive Classroom Instruction. Motivation to Read and Write. Part II: Learning the Alphabetic Code. Purposes and Conventions of Print. Phonological Awareness. Letter Naming. Letter-sound Association. The Alphabetic Principle and the Alphabetic Code. Larger Orthographic Units and Multisyllabic Words. Part III: Word Learning. Strategic Word Learning. High-Frequency Word Learning. Part IV: Meaning Construction. Vocabulary and Oral Language Development. Comprehension and General Knowledge. Part V: Implementing Intensified Instruction. Small-Group and One-to-one Intervention. A Proposed Model for Multi-tiered Intervention.
