Intensive Reading Interventions for the Elementary Grades de Jeanne Wanzek

Intensive Reading Interventions for the Elementary Grades: The Guilford Series on Intensive Instruction

Autor Jeanne Wanzek, Stephanie Al Otaiba, Kristen L. McMaster

en Limba Engleză Hardback – 18 oct 2019

Descoperim în Intensive Reading Interventions for the Elementary Grades o resursă metodologică esențială care vine să completeze un gol critic în literatura pedagogică: trecerea de la instruirea generală la intervenția intensivă, ultra-specializată. Notăm cu interes că această lucrare nu se limitează la strategii de bază, ci propune un cadru riguros pentru situațiile în care elevii din ciclul primar (K-5) continuă să întâmpine dificultăți persistente, în ciuda suportului standard primit în clasă. Remarcăm fundamentarea volumului pe principiile individualizării bazate pe date, oferind educatorilor un mecanism clar de calibrare a instruirii în funcție de răspunsul specific al fiecărui elev.

Lucrarea extinde cadrul propus de Interventions for Reading Problems, Second Edition de Edward J. Daly III prin focalizarea exclusivă pe intensificarea instruirii pentru cazurile cele mai severe de eșec la citire. În timp ce volumul lui Daly oferă o bază solidă pentru riscurile generale, autorii Jeanne Wanzek, Stephanie Al Otaiba și Kristen L. McMaster detaliază tehnici specifice de 'intensificare' a componentelor fundamentale. Structura cărții urmărește o progresie logică, de la conștientizarea fonemică și fonetică la fluență, limbaj oral și comprehensiune, culminând cu integrarea scrierii ca instrument de sprijin pentru lectură. Fiecare capitol este conceput ca un ghid practic, incluzând activități și metode de monitorizare a progresului, transformând teoria cercetării în practici de clasă aplicabile imediat. Este o resursă care depășește nivelul de recomandări generale, oferind protocoale concrete pentru educatorii care lucrează în sisteme de suport pe mai multe niveluri (MTSS).

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Specificații

ISBN-13: 9781462541126
ISBN-10: 1462541127
Pagini: 184
Dimensiuni: 178 x 254 x 18 mm
Greutate: 0.59 kg
Ediția:1
Editura: Guilford Publications
Colecția Guilford Press
Seria The Guilford Series on Intensive Instruction

Public țintă

Professional Practice & Development

De ce să citești această carte

Această carte este indispensabilă pentru cadrele didactice din învățământul primar și specialiștii în educație specială care caută soluții bazate pe dovezi pentru elevii rezistenți la intervențiile standard. Cititorul câștigă un set complet de instrumente practice pentru diagnosticarea nevoilor și implementarea unor strategii de intervenție intensivă în citire, scriere și limbaj oral, toate validate prin recunoașterea NCTQ ca text exemplar.

Despre autor

Jeanne Wanzek, Stephanie Al Otaiba și Kristen L. McMaster sunt cercetători reputați în domeniul educației speciale și al alfabetizării. Jeanne Wanzek deține o catedră la Universitatea Vanderbilt, fiind recunoscută pentru studiile sale privind intervențiile de citire pentru elevii cu dizabilități de învățare. Stephanie Al Otaiba, de la Southern Methodist University, s-a specializat în răspunsul la intervenție (RTI) și pregătirea cadrelor didactice, în timp ce Kristen L. McMaster, de la Universitatea din Minnesota, contribuie cu expertiză în evaluarea bazată pe curriculum și scriere. Împreună, autorii aduc o perspectivă integrată, bazată pe decenii de cercetare aplicată în școli.

Cuprins

1. Introduction to Intensive Reading Interventions
2. Intensive Interventions to Support Phonological and Phonemic Awareness
3. Intensive Interventions to Support Phonics and Word Recognition
4. Intensive Interventions to Support Fluency
5. Intensive Interventions to Support Oral Language
6. Intensive Interventions to Support Language and Reading Comprehension
7. Intensive Interventions to Support Writing to Read
8. Multicomponent Reading Interventions
References
Index

Recenzii

"Despite the growing emphasis on multi-tiered systems of support, implementation of research-based practices is still very inconsistent in schools. This accessible, much-needed book clearly explains best practices in intensive reading intervention. Activities that bring results are described and their extensive research base is summarized. The book's unique features include instructions for intensifying each lesson or activity; guidance on using quick, curriculum-based assessments for weekly progress monitoring; and multicomponent lesson frameworks. I highly recommend this resource for teachers-in-training and practicing educators who work with students with severe reading difficulties."--Louisa C. Moats, EdD, codeveloper, LETRS professional development program; former officer, International Dyslexia Association

"Intensive intervention may be the best approach we have for closing the reading achievement gap and ensuring that all students get the opportunity to become successful readers. This indispensable guide will be a go-to resource for educators looking for practical, research-based strategies, lessons, and routines for implementing intensive interventions."--Michael D. Coyne, PhD, Special Education Program, University of Connecticut

“This is the book all elementary schools need to implement truly responsive and effective reading intervention. All the essential content that needs to be taught is carefully laid out in each chapter. The embedded case studies with instructional plans are very useful. The chapter on multicomponent intervention is unique and valuable--its focus on integrating behavior supports to maximize student learning and motivation is exactly what has been shown to work. This book's utility is not surprising, considering the authors were all teachers prior to becoming leading reading researchers. It really bridges the research-to-practice gap!"--Beth Harn, PhD, Special Education Program, University of Oregon

"This is one of those rare books that makes scientific reading research interpretable and actionable for practitioners. Not only do the authors present the 'what' and 'how' of intensive reading intervention, but they provide clear, teacher-friendly guidance that permits immediate implementation. Teachers and school leaders will benefit from the book's level of description, numerous examples, and practical recommendations for the classroom. It is sure to empower teachers to reach all their students for decades to come."--Dana Brandes, PhD, special education teacher, Northeast Metro 916 Intermediate School District, Minnesota-

Descriere scurtă

Packed with easy-to-use tools and resources, this book presents intensive intervention strategies for K-5 students with severe and persistent reading difficulties. Filling a key need, the authors describe specific ways to further intensify instruction when students continue to struggle. Chapters address all the fundamental components of reading--phonological awareness, phonics and word recognition, reading fluency, oral language, language and reading comprehension, and writing to read. The authors discuss the design and implementation of intensive instruction and provide effective teaching techniques and activities. Grounded in the principles of data-based individualization, the book includes concrete recommendations for determining students' particular needs and monitoring their progress.

An NCTQ Exemplary Text for Reading Instruction

Notă biografică

Jeanne Wanzek, PhD, is Professor and Currey-Ingram Endowed Chair in the Department of Special Education at Peabody College of Vanderbilt University. Her research focuses on effective reading instruction and intervention for students with reading difficulties and disabilities. Prior to receiving her doctorate, Dr. Wanzek worked as a special educator and an elementary teacher. She has over 100 publications in the areas of early reading, learning disability, and adolescent reading intervention. She has worked with several elementary and secondary schools conducting research to improve core classroom instruction and reading intervention implementation. In addition, she has consulted with several schools and districts across the country on the implementation of effective reading instruction.

Stephanie Al Otaiba, PhD, is Centennial Chair in Teaching and Learning at Southern Methodist University. A former special education teacher, she conducts research on early literacy interventions for students with or at risk for disabilities; response to intervention; and teacher training. She is the author or coauthor of over 150 articles and chapters. Dr. Al Otaiba is a past president of the Division for Learning Disabilities of the Council for Exceptional Children and is the editor of the Journal of Learning Disabilities.

Kristen L. McMaster, PhD, is Professor of Special Education and Guy Bond Chair of Reading in the Department of Educational Psychology at the University of Minnesota. Dr. McMaster's work addresses creating conditions for successful response to intervention for students at risk and students with disabilities. Specific research interests include promoting teachers’ use of data-based decision making and evidence-based instruction, and developing intensive, individualized interventions for students for whom generally effective instruction is not sufficient. Dr. McMaster is a former special education teacher.