Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? - Softcover

Caldwell, JoAnne Schudt; Leslie, Lauren

Softcover

ISBN 10: 0205405584 ISBN 13: 9780205405589

Publisher: Pearson, 2004

Synopsis

This book will provide a clear understanding on how to connect assessment and instruction and specifically to tie informal reading inventory assessment and intervention instruction together. It is written with the firm belief that a student's performance on an evaluation instrument should be specifically connected to instruction in the intervention sessions that follow. Arguing that there is a disconnect between the assessment of reading and the design of instructional activities to improve it, renowned authors of the Qualitative Reading Inventory, JoAnne Caldwell and Lauren Leslie, discuss how this disconnect stands in the way of implementing effective programs for struggling readers. The book is packed with workable activities for intervention sessions based upon specific assessment results in every chapter. It also provides examples of generic lesson plan structures in which a variety of strategies could be inserted.

About this title

From the Back Cover

In a Nutshell...

Intervention Strategies will help to connect performance on an informal reading inventory to related and practical intervention strategies.

A student's performance on an evaluation instrument can be connected to instruction in the intervention sessions that follow. This book will provide a clear understanding of how to connect assessment and instruction.

Ideal for instructors seeking a systematic perspective on how intervention should be based on assessment!

Important Features:

• Provides specific instructional suggestions for addressing difficulties in word identification, fluency, prior knowledge, and comprehension as revealed by the QRI or other IRI administration.
• Presents a variety of in-class and pull-out models for structuring different intervention sessions.
• Focuses on the structure of the intervention and offers suggestions for designing individual instruction, small group instruction, and whole class instruction.
• Includes examples of generic lesson plan structures in which a variety of strategies could be inserted.

Ringing Endorsements for Joanne Caldwell and Lauren Leslie's New Book!
“The book contains much valuable content. The individual chapters have practical ideas for instruction that are based on research and sound practice and that are presented with sufficient detail to be useful to students.”
―Charles MacArthur, University of Delaware

“The writing style is very student and reader friendly. I am impressed at the references with each chapter... It includes great examples of strategies and activities to develop phonological and phonemic awareness and great examples of the different types of graphic organizers that could be used with Expository retelling.”
―Rosemary A. Siring, Montana State University-Billings

“Well done and complete scrutiny of this topic.”
―Mary Sanders, Angelo State University

“Our students would find this text to be easy to read, and more importantly I think they could comprehend the ideas and concepts. I found the format straightforward so that the book can be used as reference in relationship to the QRI.”
―Becky McTague, Roosevelt University

About the Author

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 andReading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.

 

Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001)  for article written with L. Allen, “ Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.

About this edition

• Publisher: Pearson
• Publication date: 2004
• ISBN 10: 0205405584
• ISBN 13: 9780205405589
• Binding: Paperback
• Edition number: 1
• Number of pages: 208