Problems And Interventions In Literacy Development

From August 19-23 1996 an international expert meeting on problems and interventions in literacy development took place in Amsterdam. The meeting was organized by Pieter Reitsma (Paedologisch Instituut - Vrije Universiteit Amsterdam) and Ludo Verhoeven (University of Nijmegen), and funded by the Dutch National Science Foundation. Various experts in the field of literacy problems from 12 countries attended the meeting while presenting a paper based on current peESpectives and recent research. A selection of the papers being presented is now integrated into a single academic reference, after being edited and updated. The editors wish to thank all contributors to this volume for redrafting their original papers. The present volume aims to integrate recent research in field of literacy problems and interventions into a single academic reference. The volume will capture the state of the art in the rapidly expanding field of literacy problems and interventions. The target group of readers of this volume includes researchers and graduate students in language and literacy development. Moreover, the book is of interest for practitioners working in the field of literacy problems. Pieter Reitsma and Ludo Verhoeven vii LIST OF CONTRIBUTORS Peter Afflerbach - University of Maryland, 2304C Benjamin Building, College Park MD 20742, USA Jesus Alegria - Universite Libre de Bruxelles, LAPSE CP 191, Avenue F. Roosevelt 50, B-1050 Bruxelles, Belgium Elisabeth Arnbak - Department of General & Applied Linguistics, Njalsgade 80, DK-2300 Copenhagen, Denmark Janwillem Bast - Paedologisch Instituut-VU Amsterdam, Postbus 303, 1115 ZG Duivendrecht, The Netherlands.

This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.

This comprehensive, user-friendly guide meets a growing need for school psychologists and other practitioners called on to work with struggling readers and their teachers. Presented are a systematic framework and a wealth of step-by-step strategies for targeting key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based assessment and intervention practices that do not require major curricular change and can be applied with students of varying ages and ability levels. Featuring over 35 reproducible assessment and instructional tools--in a large-size format with lay-flat binding for ease of photocopying and use--the book also offers practical pointers for establishing an effective consultation relationship and documenting student progress over time. This book is in The Guilford Practical Intervention in the Schools Series.

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.

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.

In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate. Taking an ecological and distinctively cross-cultural perspective, the book looks at reading and writing development and impairment across a range of languages, scripts, and contexts. The book covers issues including: The importance of phonological sensitivity for learning to read and to write The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hebrew, Hindi and Arabic The role of visual processing in reading and writing skills How the latest research can inform the teaching of reading An overview of our understanding of dyslexia, including recent neuroscientific research The developmental challenges in becoming biliterate What is special about writing for beginners and later for comprehensive writing Basics of reading comprehension Children’s Literacy Development, Second Edition is a timely and important contribution to our understanding of literacy around the world. Written by an eminent scholar in the field, it is the only book available that provides an overview of how children learn to read and write in different languages, and will be essential reading for all students of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy.

In spite of No Child Left Behind and the support provided by Response To Intervention, significant numbers of students continue to struggle with literacy. This text addresses learning-related needs of individual students in addition to interventions for the challenges they face. Struggling readers represent many different ethnicities, socio-economic levels, languages, and dialects in any combination and possess an even wider variety of social, cultural, motivational, literacy, and real world experiences. Through the presentation of case studies, this book considers these factors and their influence on literacy development and suggests ways to adapt research-based instructional strategies and approaches, as well as classroom practices to address them. It also includes related recommended resources. The text appeals to the concerns of classroom teachers, reading specialists, and faculty in teacher education programs, as well as anyone looking for practical, research-based ways to further the literacy development of individuals who struggle to read.

This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading.” Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)