Interventions for Reading Success

Authors

• Diane Haager, Ph.D.
• Joseph A. Dimino, Ph.D.
• Michelle Pearlman Windmueller, Ph.D.

Overview

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. Her research interests include issues related to effective reading instruction for English language learners.

Joseph A. Dimino, Ph.D.

Senior Research Associate, Instructional Research Group
Dr. Dimino has extensive experience working with teachers and parents in the areas of early literacy, reading comprehension, and effective instructional techniques for English language learners.

Michelle Pearlman Windmueller, Ph.D.

Lead Instructional Director, Los Angeles Unified School District
Dr. Windmueller's research interests include effective reading instruction for English language learners and students at risk for reading failure.

Vocabulary Development

Introduction: Integrating Vocabulary into Tiered Instruction

Vocabulary and comprehension skills lead to reading with understanding. Core foundational skills in phonological awareness, alphabetic principle, and fluency are crucial for vocabulary acquisition in reading interventions.

Selecting Words to Teach

Effective vocabulary instruction requires selecting critical words that enhance comprehension.

• Word Tiers:
  • Tier 1: Basic words (e.g., table, pencil)
  • Tier 2: High-utility words across subjects (e.g., fascinating, consistent)
  • Tier 3: Discipline-specific vocabulary (e.g., circumference, ozone)

Brief and Elaborate Instruction

Teachers must decide on brief or elaborate instruction based on the context and importance of the word.

Sample Tier 1 Vocabulary Lesson

Selecting Words to Teach Example

1. Student-friendly definition
   • Nuisance: Something that makes you mad or causes problems.
2. Examples within context
   • Wasps in The Giant Jam Sandwich are a nuisance because they sting people.
3. Examples beyond context
   • Loud noises can be a nuisance while watching your favorite show.
4. Nonexamples
   • A gift is not a nuisance because it brings happiness.

Teaching Vocabulary within a Three-Tier Instructional Model

Components of effective vocabulary instruction include clear definitions, contextual explanations, and activities that promote understanding.

Activities to Promote Word Learning

These activities enable students to connect vocabulary to their reading and enhance their comprehension through various levels of engagement.