# Interventions for Reading Success

## Second Edition

### 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, Charter College of Education, California State University, Los Angeles***  
  Dr. Haager is a researcher and teacher educator in reading and learning disabilities with extensive experience in public schools, focusing on effective reading instruction for English language learners and students with learning disabilities.

### Joseph A. Dimino, Ph.D.

- ***Senior Research Associate, Instructional Research Group***  
  Dr. Dimino has experience in early literacy and reading comprehension, focusing on effective instructional techniques for English language learners.

### Michelle Pearlman Windmueller, Ph.D.

- ***Lead Instructional Director, Los Angeles Unified School District***  
  Dr. Windmueller specializes in reading, learning disabilities, assessment, instruction, and technology, with significant contributions to research on literacy achievement for English learners.

---

# Vocabulary Development

## INTRODUCTION: INTEGRATING VOCABULARY INTO TIERED INSTRUCTION

Vocabulary and comprehension skills are critical for reading with understanding. Teachers need to focus on the vocabulary necessary for students’ success in the general reading curriculum.

## HOW TO USE THE ACTIVITIES IN THIS CHAPTER

This chapter provides information and activities to develop effective vocabulary lessons tailored for diverse abilities and texts.

### Selecting Words to Teach

The following strategy can help in selecting which words students need to learn:

1. Generate a list of words critical for understanding a selection.
2. Choose up to 10 words for instruction.
3. Analyze the words based on the context.

### Word Tiers

- **Tier 1:** Basic words that usually do not need direct teaching.  
- **Tier 2:** Words commonly used across subjects.  
- **Tier 3:** Discipline-specific vocabulary.

### Teaching Activities

#### Examples:
- **Brief Instruction**: Includes student-friendly definitions and concrete representations of the word.
- **Elaborate Instruction**: Includes activities to promote word learning, ensuring deep processing of vocabulary.

### Sample Tier 1 Vocabulary Lesson

- **Word**: Nuisance  
  - **Definition**: If something is a nuisance, it causes you to be upset or annoyed.
  - **Concrete Examples**: Discuss examples within and beyond texts to clarify understanding.

---

### Conclusion

Effective vocabulary instruction is critical and involves various strategies to meet students' needs. Teachers must continuously adapt their methods to reinforce vocabulary learning in both direct instruction and through integrated activities across the curriculum.