# Interventions for Reading Success

Second Edition

by

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

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## Contents

- About the Reproducible Materials
- Alignment to the Common Core State Standards
- About the Authors
- Acknowledgments

# Section I Overview

## Chapter 1 Introduction to Reading Intervention

## Chapter 2 Reading Intervention and Response to Intervention in Schools

## Chapter 3 Using Assessment to Guide Intervention

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

# Section II Classroom Activities

## Chapter 5 Phonological Awareness

- FOCUS ON: Rhyming
- FOCUS ON: Onset–Rime
- FOCUS ON: Segmenting and Blending

## Chapter 6 Alphabetic Principle

- FOCUS ON: Letter–Sound Correspondence
- FOCUS ON: Adding Sounds
- FOCUS ON: Deleting Sounds
- FOCUS ON: Substituting Sounds
- FOCUS ON: Long Vowel

# Section III Home-School Connection Activities

- Phonological Awareness 
- Alphabetic Principle
- Fluency with Connected Text

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## About the Authors

### Diane Haager, Ph.D.  
- Professor, Charter College of Education, California State University, Los Angeles  
- Researcher and teacher educator in reading and learning disabilities.  
- Extensive experience working with English language learners.

### Joseph A. Dimino, Ph.D.  
- Senior Research Associate, Instructional Research Group.  
- Experience as a general education teacher and behavior consultant.  
- Coauthor of books on reading comprehension and instructional techniques.

### Michelle Pearlman Windmueller, Ph.D.  
- Lead Instructional Director, Los Angeles Unified School District.  
- Adjunct professor in reading, assessment, and technology.  
- Research interests in effective reading instruction for English language learners and students at risk for reading failure.

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# Vocabulary Development

## INTRODUCTION: INTEGRATING VOCABULARY INTO TIERED INSTRUCTION

- Vocabulary and comprehension skills lead to reading with understanding.  
- Foundational skills include phonological awareness, alphabetic principle, and fluency with connected text.

## HOW TO USE THE ACTIVITIES IN THIS CHAPTER

- This chapter provides information and sample activities needed to develop effective vocabulary lessons.

## Selecting Words to Teach

- Strategy for selecting words critical for understanding read selections based on research by Dimino and Taylor (2009).

| Tier 1 | Tier 2 | Tier 3 |
| --- | --- | --- |
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## TEACHING VOCABULARY WITHIN A THREE-TIER INSTRUCTIONAL MODEL

- Importance of explicit vocabulary instruction from research studies.

## Sample Tier 1 Vocabulary Lesson

### Developing Student-Friendly Definitions

1. **Nuisance:** If you say someone or something is a nuisance, it makes you mad or causes problems.

### Examples within the Context of the Selection

- Wasps in the story are a nuisance because they sting and create problems.
  
### Nonexamples

- Receiving a gift is not a nuisance because it makes you happy.

### Activities to Promote Word Learning

- Discuss how something can be a nuisance and involve students in identifying situations.

## Tier 2 Vocabulary Instruction

- Focuses on reinforcing vocabulary taught in core curriculum with additional intensive interactions.

## Tier 3 Vocabulary Instruction

- For students needing more intensive instruction, focusing on fewer students to enhance individualized learning and interaction.

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Excerpted from Interventions for Reading by Diane Haager.