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.