Early Reading Interventions: Strategies and Methods for Struggling Readers - Softcover

Richards, Catherine; Leafstedt, Jill M.

Softcover

ISBN 10: 0205576109 ISBN 13: 9780205576104

Publisher: Prentice Hall, 2009

Synopsis

This text is designed to help teachers understand and implement evidence based practice in early reading intervention.  This new resource effectively explains what to teach and how to teach struggling readers in the classroom.

 

Unlike any other book on the market, Early Reading Interventions focuses on closing the research to practice gap in early reading.  The overarching goal of this book is to make educational research related to reading comprehensible and applicable to the classroom. Perfect for a time when the demand for evidence based practice is mandated by both No Child Left Behind (NCLB, 2001) and Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and schools and teachers are struggling to understand and implement evidence based instruction. This book seeks to bridge the gap between research and practice by translating research into practical classroom language. Early Reading Interventions presents the process of teaching reading to struggling readers through data-based decision making and the Core Intervention Model of instruction. 

About this title

From the Back Cover

Learn the what and the how of teaching struggling readers. 

 

Designed to guide teachers in understanding and implementing evidence-based instruction, Early Reading Intervention focuses on closing the research-to-practice gap in early reading by translating research into practical classroom language. Written at a time when the demand for evidence-based practice is at the forefront of education and mandated by federal and state policies, this resource presents teachers with a hands-on approach to teaching reading to struggling readers through data-based decision making and the unique Core Intervention Model of instruction.

 

"Student teachers and in-service teachers alike will identify with the scenarios as they paint realistic images of the challenges facing today's teachers....[This] intervention will help inform teachers, districts, and states that are scrambling for ways and interventions to meet the needs of their struggling readers and growing populations of English language learners. Excellent Book!" –Tammy Ryan, Jacksonville University, Jacksonville, FL

 

 “Teachers are always looking for ways to identify and differentiate...the lesson plans [and] continuum of reading education is so very clear...the book is great for telling what to do for [struggling readers] and how to group them by skills." –Amy Cooper, Wilshire Park Elementary School, St. Anthony, MN

 

"I love that the book separates...the information about English language learners and learning disabled students....Few books separate the information into tools and strategies to assist these at-risk learners....This is a book I would recommend to others because it ties into our school's philosophy that everyone teaches reading, regardless of what core subject the teacher may be assigned." –Diana L. Carr, Elgin Junior High School, Green Camp, OH

 

Dr. Catherine (Cara) Richards is an assistant professor at California State University, Long Beach. She was a first grade teacher and an at-risk reading teacher before earning her doctorate at University of California, Santa Barbara. Her research interests include early intervention for students at-risk, particularly English learners and students with learning disabilities.

 

Jill Leafstedt is an assistant professor of education at California State University, Channel Islands. She was a special education teacher and an elementary school teacher prior to earning her doctorate at University of California, Santa Barbara. Jill’s research interests include early reading for at-risk and disabled learners and teacher training.

About the Author

Jill M. Leafstedt, Ph.D. is an assistant professor of Education at California State University. She has worked extensively with young children struggling to learn to read with a special focus on students with learning disabilities and students learning English. Jill has trained numerous teachers, parents, psychologists and paraprofessionals in how to help struggling readers learn to read.

 

Catherine (Cara) Richards, Ph.D. is an assistant professor in the College of Education at California State University, Long Beach. She has taught students with disabilities and English Learners as a classroom teacher. Cara has also work extensively with school districts on developing Response to Intervention models and has trained teachers to use assessments and interventions that increase student achievement and support RTI models.

Edition details

• Publisher: Prentice Hall
• Publication date: 2009
• ISBN 10: 0205576109
• ISBN 13: 9780205576104
• Binding: Paperback
• Language: English
• Edition number: 1
• Number of pages: 184