Interventions for Reading Success

Authors

• Diane Haager, Ph.D.
  California State University
• Joseph A. Dimino, Ph.D.
  Instructional Research Group
• Michelle Pearlman Windmueller, Ph.D.
  Los Angeles Unified School District

Contents

• About the Reproducible Materials.....vii
• Alignment to the Common Core State Standards.....viii
• About the Authors.....ix
• Acknowledgments.....xi

Section I Overview

Chapter 1 Introduction to Reading Intervention.....3

Chapter 2 Reading Intervention and Response to Intervention in Schools.....7

Chapter 3 Using Assessment to Guide Intervention.....19

Chapter 4 How to Use the Activities in This Book: The Nuts and Bolts of Implementing Intervention.....25

Section II Classroom Activities

Chapter 5 Phonological Awareness.....49

FOCUS ON: Rhyming.....52

FOCUS ON: Onset–Rime.....61

FOCUS ON: Segmenting and Blending.....81

Chapter 6 Alphabetic Principle.....129

FOCUS ON: Letter–Sound Correspondence.....132

FOCUS ON: Adding Sounds.....139

FOCUS ON: Deleting Sounds.....149

FOCUS ON: Substituting Sounds.....157

FOCUS ON: Long Vowel...

Section III Home-School Connection Activities

• Phonological Awareness ..... 329
• Alphabetic Principle..... 363
• Fluency with Connected Text..... 448

About the Authors

Diane Haager, Ph.D.

Professor at Charter College of Education, California State University, Los Angeles. Specializing in reading and learning disabilities and has extensive experience with English language learners.

Joseph A. Dimino, Ph.D.

Senior Research Associate at Instructional Research Group, with background in early literacy, reading comprehension and vocabulary instruction.

Michelle Pearlman Windmueller, Ph.D.

Lead Instructional Director at Los Angeles Unified School District, focusing on reading, learning disabilities, and second language learning.

Vocabulary Development

Introduction: Integrating Vocabulary into Tiered Instruction

Vocabulary and comprehension skills are vital for reading with understanding. This book provides a set of intervention activities focused on phonemic awareness, alphabetic principle, and fluency, as well as strategies for linking vocabulary to meaning.

Selecting Words to Teach

• Tier 1: Basic words that frequently occur and usually do not need to be taught.
• Tier 2: Words that occur across various subjects.
• Tier 3: Discipline-specific vocabulary found in content areas.

Strategies for Vocabulary Instruction

• Develop student-friendly definitions.
• Provide examples within and beyond the context of the selection.
• Use concrete representations and discuss words with students.

Activities to Promote Word Learning

• Association Level: Basic understanding activities.
• Comprehension Level: Must use newly learned words actively.
• Generative Level: Higher-order thinking activities to apply words in unique ways.

Sample Tier 1 Vocabulary Lesson

Example using the word "Nuisance" with definitions, examples, and activities provided to enhance understanding.