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

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

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.

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).

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.

Excerpted from Interventions for Reading by Diane Haager.