This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention 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. The book will be important reading for classroom teachers in grades K-2, reading coaches, and school administrators; instructors and graduate students. It will also serve as a text in such courses as elementary reading methods, emergent literacy, and intervention for reading problems.This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention models.
|Title||:||Early Intervention for Reading Difficulties|
|Author||:||Donna M. Scanlon, Kimberly L. Anderson, Joan M. Sweeney|
|Publisher||:||Guilford Press - 2010|