ERIC Number: ED566893
Record Type: Non-Journal
Publication Date: 2016-Nov-30
Pages: 434
Abstractor: As Provided
ISBN: 978-1-4625-2810-3
ISSN: N/A
EISSN: N/A
Early Intervention for Reading Difficulties: The Interactive Strategies Approach. Second Edition
Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.
Guilford Press
Grounded in a strong evidence base, this indispensable text and practitioner guide has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K-2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 24 reproducible forms in a convenient 8½" x 11" size. Of special value, the website also features more than 100 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. [For the first edition, see ED509904.]
Descriptors: Early Intervention, Reading Difficulties, Reading Instruction, Kindergarten, Grade 1, Grade 2, Teaching Methods, Interaction, Reading Strategies, Reading Comprehension, Evaluation Methods, Student Motivation, Phonological Awareness, Phoneme Grapheme Correspondence, Alphabets, Morphology (Languages), Word Recognition, Reading Fluency, Vocabulary Development, Oral Language
Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Publication Type: Guides - Non-Classroom; Books
Education Level: Primary Education; Early Childhood Education; Kindergarten; Grade 1; Elementary Education; Grade 2
Audience: Teachers; Administrators; Students
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A