Challenges to Implementing Effective Reading Intervention in Schools
Challenges to Implementing Effective Reading Intervention in Schools

Author: Barbara Foorman

Publisher: John Wiley & Sons

Published: 2016-12-20

Total Pages: 128

ISBN-13: 1119374359

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This special issue is a "how to" on overcoming the many systems-level challenges in K–12 public education to implement effective reading interventions for the vast numbers of students reading below grade level. It emphasizes building researcher–practitioner partnerships, providing ongoing professional development for teachers, and removing institutional barriers to change as the keys to effective reading intervention. Interventions for the upper grades focus on the challenges of coaxing content-area teachers to learn new routines for building background knowledge, teaching academic vocabulary, and conducting discussions to foster critical reading and knowledge application. In the primary grades, interventions follow a multi-tiered system of support where enhanced classroom instruction is supported by small-group intervention for struggling readers. The volume also discusses the importance of training special educators to implement data-based individuation. This is the 154th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

Preventing Reading Difficulties in Young Children
Preventing Reading Difficulties in Young Children

Author: National Research Council

Publisher: National Academies Press

Published: 1998-07-22

Total Pages: 449

ISBN-13: 030906418X

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While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.

What Really Matters in Response to Intervention
What Really Matters in Response to Intervention

Author: Richard L. Allington

Publisher:

Published: 2009

Total Pages: 0

ISBN-13: 9780205627547

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Literacy researcher and best-selling author Dick Allington offers clear recommendations and a teacher-friendly framework to guide classroom teachers in designing response to intervention programs. KEY TOPICS: To help teachers acquire a fuller understanding of the complexity of response to intervention designs, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in designing response to instruction (RtI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. MARKET: Written for administrators and teachers, reading specialists, school psychologists, and classroom teachers who serve kindergarten through ninth grade.

Handbook of Effective Inclusive Elementary Schools
Handbook of Effective Inclusive Elementary Schools

Author: James McLeskey

Publisher: Routledge

Published: 2021-10-26

Total Pages: 574

ISBN-13: 100045620X

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Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how students with disabilities might be provided classrooms and schools that are both inclusive and effective. With an enhanced focus on the elementary level, this new edition provides readers with a richer, more holistic understanding of how inclusive settings operate in K-5, featuring expanded chapters on principal engagement, teacher preparation, district-level support, school-based improvement practices, and more. Fully revised and updated to reflect changes in the field, each chapter synthesizes the research, explores if and how this knowledge is currently used in schools, and addresses the implications for practice and directions for future research.

EBOOK: NEW STRUCTURE OF SCHOOL IMPROVEMENT
EBOOK: NEW STRUCTURE OF SCHOOL IMPROVEMENT

Author: Bruce Joyce

Publisher: McGraw-Hill Education (UK)

Published: 1999-05-16

Total Pages: 273

ISBN-13: 0335231977

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Self renewing schools where students and staff are involved in ongoing inquiry has long since been an ideal in education. However, this goal has not proved readily achievable. The authors of this book regard this as a challenge which can be confronted positively, believing that enough knowledge exists to develop a fresh structure of school improvement - and one which is likely to succeed. The book draws upon the considerable body of research on successful and unsuccessful school improvement programs to generate a practical strategy for school improvement that can be used by schools, school districts and local education authorities, and policymakers with a high probability of success. The heart of the strategy is an inquiry process centered on the continuous study of student learning and the creation and study of initiatives to enhance student achievement in academic, personal and social domains. The school as a workplace is altered dramatically with the inclusion of study time for teachers, continuous staff development and the organization of a governance structure which includes school staff, parents, community agencies, business partners and local district or education authority personnel. This timely and important book is vital reading for anyone with an interest in improving schools and the quality of education today.

Fountas and Pinnell Leveled Literacy Intervention (LLI) Orange (Grade K) Program Guide
Fountas and Pinnell Leveled Literacy Intervention (LLI) Orange (Grade K) Program Guide

Author: Irene C. Fountas

Publisher:

Published: 2009-08-05

Total Pages: 208

ISBN-13: 9780325018218

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Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI

Multi-Tiered Systems of Support in Secondary Schools
Multi-Tiered Systems of Support in Secondary Schools

Author: Alison G. Clark

Publisher: Routledge

Published: 2019-01-16

Total Pages: 502

ISBN-13: 0429657218

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Multi-Tiered Systems of Support in Secondary Schools is a humanistic guide used to produce reliable human capital outputs while ensuring the promotion of socially just practices on campus. Featuring real perspectives from practitioners, this text shows how to make manageable changes at secondary schools in accordance with public policy mandates and evidence-based practices by developing smart teams and programs, identifying roles and responsibilities, implementing layers of academic support and services, improving behavioral and mental health of students, and creating an inclusive school culture. This unique guide assists practitioners in implementing systemic change in a bureaucratic system while simultaneously strengthening the health and cohesion of the organization.

Multi-Tiered Systems of Support in Elementary Schools
Multi-Tiered Systems of Support in Elementary Schools

Author: Alison G. Clark

Publisher: Routledge

Published: 2019-11-28

Total Pages: 337

ISBN-13: 1000761290

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Multi-Tiered Systems of Support in Elementary Schools is the leadership handbook and practitioner’s field guide to implementation of Multi-Tiered Systems of Support (MTSS) in elementary schools, leading to improved student outcomes and school safety. Schools can creatively customize replicable best practices using this in-depth operations manual to guide MTSS teams in planning and delivering tiers of academic and integrated social-emotional and behavioral supports to meet the needs of all students. This text introduces Healthy Minds, Safe Schools, an evidence-based program that significantly improves student well-being, school safety, and teacher feelings of self-efficacy for delivering social-emotional and behavioral curriculum in the classroom. Featuring team exercises and real perspectives from educators, this text shows how to make incremental yet manageable changes at elementary schools in accordance with public policy mandates and evidence-based practices by developing smart teams and programs, identifying roles and responsibilities, implementing layers of academic support and services, improving social-emotional and behavioral health of students, and creating an inclusive school culture. It details organizational psychology and socially just educational practices and is a handbook aligned with the U.S. Secret Service National Threat Assessment Center guidebook for preventing school violence and with the National Center for School Mental Health Curriculum.

Early Intervention for Reading Difficulties, Second Edition
Early Intervention for Reading Difficulties, Second Edition

Author: Donna M. Scanlon

Publisher: Guilford Publications

Published: 2016-12-15

Total Pages: 465

ISBN-13: 1462528090

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Grounded in a strong evidence base, this indispensable practitioner guide and text has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K?2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials. See also Comprehensive Reading Intervention in Grades 3?8, by Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors, which presents the Interactive Strategies Approach--Extended (ISA-X) for intermediate and middle grade struggling readers.

Phonemic Awareness in Young Children
Phonemic Awareness in Young Children

Author: Marilyn Jager Adams

Publisher: Brookes Publishing Company

Published: 1998

Total Pages: 0

ISBN-13: 9781557663214

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This invaluable supplementary curriculum meets Reading First criteria and contains numerous classroom-ready activities designed to increase the phonemic awareness and preliteracy skills of preschool, kindergarten, and first-grade students.