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Early intervention for reading difficulties : the interactive strategies approach

Publication Type:

Book

Source:

Solving problems in the teaching of literacy, Guilford Press, New York, p.370 (2010)

Call Number:

Cubb LB1050.5 .S228 2010

URL:

http://searchworks.stanford.edu/view/8656009

Keywords:

Reading--Remedial teaching

Abstract:

Contents: A comprehensive approach to early intervention. The interactive strategies approach -- Responsive classroom instruction -- Motivation to read and write -- Learning the alphabetic code. Purposes and conventions of print -- Phonological awareness -- Letter naming -- Letter-sound association -- The alphabetic principle and the alphabetic code -- Larger orthographic units and multisyllabic words -- Word learning. Strategic word learning -- High-frequency word learning -- Meaning construction. Vocabulary and oral language development -- Comprehension and general knowledge -- Implementing intensified instruction. Small-group and one-to-one intervention -- A proposed model for multi-tiered intervention.; Summary: 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. --from publisher description

Publication Language:

eng