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Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?, 2/E
JoAnne Schudt Caldwell, Cardinal Stritch University
Lauren Leslie, Marquette University

ISBN-10: 0205608558
ISBN-13: 9780205608553

Publisher: Allyn & Bacon
Copyright: 2009
Format: Paper; 264 pp
Published: 07/29/2008

Suggested retail price: $33.99
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Today teachers need valid research-based measures for reading improvement, real assessments to determine students’ reading abilities, and intervention strategies to guide students back on track.

 

To help teachers connect students' performance and evaluation to instruction, best-selling authors JoAnne Caldwell and Lauren Leslie outline practical intervention strategies that are aligned with any informal reading inventory. Written with the firm belief that a student's performance on any evaluation instrument should be specifically connected to instruction in the intervention sessions that follow, this book provides a clear understanding of how to connect assessment and instruction and specifically tie informal reading inventory assessment and intervention instruction together. Arguing that there is a disconnect between the assessment of reading and the design of instructional activities to improve it, the renowned authors of the Qualitative Reading Inventory (QRI), JoAnne and Lauren discuss how this disconnect stands in the way of implementing effective programs for struggling readers. Intervention strategies guide teachers to connect assessment results on an informal reading inventory with specific aspects of intervention instruction. Intervention Strategies to Follow Informal Reading Inventory Assessment is ideal for teachers seeking a systematic perspective to how intervention should be based on assessment. 

  • Provides specific instructional suggestions for addressing difficulties in word identification, fluency, prior knowledge, and comprehension as revealed by the QRI or other IRI administration.
  • Describes a variety of in-class and pull-out models for structuring different intervention sessions.
  • Offers workable activities for intervention sessions based upon specific assessment results in every chapter.
  • Matches intervention strategies to patterns of reader behavior as indicated by an informal reading inventory.
  • Offers suggestions for designing individual instruction, small group instruction, and whole class instruction.
  • Provides examples of generic lesson plan structures.

  • Addresses Response to Intervention issues regarding assessment and instruction
  • Describes strategies for instructing English language learners in literacy
  • Presents more strategies for assisting middle and high school readers
  • Provides a list of recommended readings at end of every chapter
  • Features a Glossary of key terms
  • Includes an appendix of teacher-friendly reproducible materials

Preface ix

CHAPTER ONE

An Overview of Reading Instruction for Struggling Readers 1

Reading Instruction–Past Perspectives 1

Reading Instruction–Present Perspectives 3

Principles of Effective Intervention Programs 4

Current Issues 5

Summary 9

References and Recommended Readings 10

CHAPTER TWO

Patterns of Reading Difficulty 15

General Patterns 15

Defining a Student’s Reading Level 17

Reading Level: An Indicator of Problem Severity 18

Reading Level: An Indicator of Word Identification Proficiency 18

Reading Level: An Indicator of Comprehension Proficiency 21

Designing the Intervention Focus 22

Summary 23

References and Recommended Readings 24

CHAPTER THREE

The Structure of Intervention Sessions 25

The Importance of Consistent Structure 26

Individual Tutoring Structures at the Elementary Level 28

Individual Tutoring Structures at the Middle Level 29

Group Tutoring Structures at the Elementary Level 29

Group Tutoring Structures at the Middle Level 32

Group Tutoring Structures at the High School Level 33

Classroom Intervention Structures 34

Schoolwide Intervention 36

Designing Your Own Structure 36

Application to English Language Learners 37

Application to Adolescent Learners 41

Response to Intervention 41

Summary 41

References and Recommended Readings 42

CHAPTER FOUR

Phonological Awareness 45

What Is Phonological Awareness and Why Is It Important? 46

The Importance of Rhyme 48

The Informal Reading Inventory as an Indicator of Rhyme Knowledge 49

Phonological Awareness Instruction 50

The Importance of Phonemic Awareness 53

Developing Phonemic Awareness Aurally 55

Application to English Language Learners 58

Application to Adolescent Learners 60

Response to Intervention 60

Summary 61

References and Recommended Readings 61

CHAPTER FIVE

Word Identification Instruction: Phonics and More 63

What is Systematic Phonics Instruction? 64

The Informal Reading Inventory as an Indicator of Problems with Word Identification 65

Guidelines for Exemplary Phonics Instruction 67

Teaching Consonant Sounds Using Shared Reading 69

Teaching Vowel Sounds: Using Spelling Patterns to Read by Analogy 72

The Importance of Cross-Checking 76

How to Learn Words That Are Difficult to Decode 81

Putting It All Together: Guided Reading 85

Teacher Prompting During Oral Reading 87

Application to English Language Learners 88

Application to Adolescent Learners 89

Response to Intervention 91

Summary 91

References and Recommended Readings 92

CHAPTER SIX

Word Identification Instruction: Fluency 95

The Importance of Fluency 95

The Informal Reading Inventory as an Indicator of Lack of Fluency 96

General Principles for Developing Fluency 98

Instructional Activities for Developing Fluency 99

Application to English Language Learners 108

Application to Adolescent Learners 110

Response to Intervention 110

Summary 111

References and Recommended Readings 111

CHAPTER SEVEN

Prior Knowledge and Concept Development 115

How Prior Knowledge Affects Comprehension 115

How to Assess Prior Knowledge 118

Building a Knowledge Base: Concept Development 119

Application to English Language Learners 123

Application to Adolescent Learners 125

Response to Intervention 125

Summary 125

References and Recommended Readings 126

CHAPTER EIGHT

Vocabulary Learning 127

The Importance of Vocabulary Learning 127

The Informal Reading Inventory as an Indicator of Vocabulary Learning 129

General Principles for Developing Vocabulary Learning 129

Instructional Activities for Fostering Word Learning 134

Application to English Language Learners 142

Application to Adolescent Learners 143

Response to Intervention 144

Summary 145

References and Recommended Readings 145

CHAPTER NINE

Comprehension Instruction: Retelling Narrative Text 151

The Importance of Retelling 151

The Informal Inventory as an Indicator of Ability to Retell Narrative Text 152

General Principles for Developing Narrative Retelling 154

The Importance of Modeling 155

Biographies: Bridging Narrative and Expository Text 156

Application to English Language Learners 159

Application to Adolescent Learners 161

Response to Intervention 162

Summary 163

References and Recommended Readings 163

CHAPTER TEN

Comprehension Instruction: Expository Retelling 165

Retelling Expository Text 165

The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text 166

General Principles for Developing Effective Expository Retellings 167

Instructional Strategies for Constructing Expository Retellings 170

Expository Idea Map 176

Main Idea Map 180

Application to English Language Learners 182

Application to Adolescent Learners 183

Response to Intervention 183

Summary 184

References and Recommended Readings 184

CHAPTER ELEVEN

Comprehension Instruction: Answering Questions 193

The Complexity of Answering Questions 193

The Importance of Self-Questioning 195

The Informal Reading Inventory as an Indicator of Ability to Answer Questions 196

General Principles for Helping Students to Answer Questions 197

Instructional Activities for Answering Questions 199

Application to English Language Learners 205

Application to Adolescent Learners 206

Response to Intervention 206

Summary 207

References and Recommended Readings 207

CHAPTER TWELVE

Comprehension Instruction: General Interactive Strategies 209

The Informal Reading Inventory as an Indicator of Problems with Comprehension 210

Frameworks for Interactive Teaching of Comprehension Strategies 210

Application to English Language Learners 224

Application to Adolescent Learners 226

Response to Intervention 227

Summary 228

References and Recommended Readings 228

CHAPTER THIRTEEN

Pulling It All Together: Designing the Intervention Structure 231

Primary Level 232

Intermediate Level 236

Middle Level 240

A Generic Intervention Plan 243

Summary 244

Appendix Summary of Intervention Strategies 245

Index 249

 

    This book will help to specifically connect performance on a informal reading inventory to related and practical intervention strategies.

    Written with the firm belief that a student's performance on an evaluation instrument should be specifically connected to instruction in the intervention sessions that follow, this book will provide a clear understanding on how to connect assessment and instruction and specifically to tie informal reading inventory assessment and intervention instruction together. Arguing that there is a disconnect between the assessment of reading and the design of instructional activities to improve it, renowned authors of the Qualitative Reading Inventory, JoAnne Caldwell and Lauren Leslie, discuss how this disconnect stands in the way of implementing effective programs for struggling readers. Intervention strategies are offered that will help teachers connect assessment results on an informal reading inventory with specific aspects of intervention instruction. In a nutshell, Intervention Strategies to Follow Informal Reading Inventory Assessment is ideal for instructors seeking a systematic perspective to how intervention should be based on assessment.

    This book is effective as a classroom text to be used alongside an Informal Reading Inventory. It is equally effective as a classroom tool. The informal reading inventory examiner can use it to suggest specific instructional directions in his/her evaluation report. The classroom teacher can use this book to base instruction on informal reading assessment which s/he may or may not have conducted. The classroom teacher will also find many instructional suggestions that can be used with all students, not just those who are struggling with reading.

    This book is marked by vibrant design and large size. Such features make it accessible, convenient, and easy to read.

  • 0205405584Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?
    Caldwell & Leslie
    © 2005 | Allyn & Bacon | Paper; 208 pages | Instock
    ISBN-10: 0205405584 | ISBN-13: 9780205405589
    Brief Description | Buy from myPearsonStore

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 and Reading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

 

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001)  for article written with L. Allen, “ Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.

Connect students’ performance on informal reading inventories to immediate practical intervention strategies!

 

Written with the firm belief that a student’s performance on any evaluation instrument should be specifically connected to instruction in the intervention sessions that follow, this newly revised book provides a clear understanding of how to tie assessment to intervention. The renowned authors of the Qualitative Reading Inventory (QRI), JoAnne Caldwell and Lauren Leslie, offer workable activities for intervention sessions based upon specific assessment results in every chapter, with lesson plan structures suitable for individual, small group, and full class settings. The specific instructional suggestions address difficulties in word identification, fluency, prior knowledge, and comprehension revealed by the QRI or other IRI, giving teachers in all grades the training they need to match their intervention to students’ needs.

 

“[A]n excellent resource…[for] both the general education and special education classroom. It provides the reader with background information [and] research as well as the tools and strategies to help readers in their classroom break the code to become…better reader[s].”  –Yvonne Bouknight, Glen Ridge Public Schools, Glen Ridge, NJ

 

“These authors possess a great deal of knowledge in interpreting informal reading inventory results, and by writing [this revision], they give teachers a way to better understand how to use information generated from such an assessment.”  –Donna Schweitzer, Forwood Elementary School, Wilmington, DE

 

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 and Reading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teachers Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

 

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4.  She is also the past recipient of the Albert J. Harris Award from International Reading Association (2001).

 

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