Description
Reading problems don't disappear when students enter middle school-recent studies show that nearly a quarter of today's eighth graders aren't able to read at a basic level.* This book arms language arts teachers with the lessons, strategies, and foundational knowledge they need to resolve older students' reading difficulties and increase their chances for academic success.
Ideal for use with struggling readers in Grades 6-8, this book clearly lays out the fundamentals of effective teaching for adolescents with reading difficulties. Teachers will discover how to
- select and administer assessments for comprehension, fluency, and word recognition
- use assessment results to plan individualized instruction
- apply research-supported instructional practices
- develop flexible grouping systems so students get the targeted instruction they need
- set manageable short-term learning goals with students
- keep the pacing of instruction quick and energetic so students stay engaged
- give appropriate positive and corrective feedback
- monitor student progress over time
- promote generalization of new reading skills
- provide effective interventions within a school-wide Response to Intervention framework
To help teachers incorporate evidence-based practices into their classroom instruction, they'll get more than 20 complete, step-by-step sample lessons for strengthening adolescents' reading skills. Easy to adapt for use across any curriculum, the sample lessons provide explicit models of successful instruction, with suggested teacher scripts, checklists for planning instruction, key terms and objectives, strategies for guided and independent practice, tips on promoting generalization, and more.
With this practical guide to high-quality instruction, middle school teachers will help struggling readers develop the skills they need to master complex academic content and succeed inside and outside the classroom.
With 20+ step-by-step sample lessons that improve
- Fluency
- Comprehension
- Word recognition
- Vocabulary
*National Center for Education Statistics, 2011
Reviews
Review by: Linda Mason, Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University
“This timely evidence-based book will be a valuable resource for middle schools striving to meet reading standards.”
Review by: Robert Reid, Professor Special Education University of Nebraska
“An outstanding book that every reading teacher should have . . . written in an approachable manner and chock full of practical tips and critical information.”
Review by: Jessica Hagaman, University of Nebraska - Omaha
“An outstanding resource for both preservice and practicing middle school teachers . . . provides user-friendly, research-based information on assessment, progress monitoring, and instructional grouping to support students with reading difficulties.”
Review by: Virginia Berninger, Professor and Director of the NICHD-funded Center for OWLs
“A practical, evidence-based way to bring out improved student learning outcomes . . . should be required reading in all preservice and inservice teacher education programs.”
Review by: Joan Sedita, Founder of Keys to Literacy
“A great sourcebook that provides detailed sample lessons that can be used immediately to teach research-based reading strategies across several tiers of instruction.”
Table of Contents
About the Authors
Acknowledgments
Introduction
I. Assessing Struggling Readers at the Secondary Level
Terms to Know
- A Schoolwide Approach to Reading Intervention
Tier I: Schoolwide Strategies and Routines
Tier II: Strategic Intervention
Tier III: Intensive Intervention
Implementing a Schoolwide Reading Intervention Approach
- Overview of Assessment at the Secondary Level
The Sequence of Assessment
- Selecting and Administering Assessments
Assessing Reading Fluency
Assessing Word Recognition
Monitoring Student Progress Over Time
Caveats About Oral Reading Fluency in Middle School Students
Outcome Assessments
- Using Assessment Results to Plan Instruction
Grouping Students for Instruction
Determining the Instructional Focus
Setting Short-Term Goals with Students
Scheduling Small-Group Instruction
An Alternative Schedule for Reading Intervention Classes
Managing Small-Group Instruction
II. Effective Instruction for Struggling Readers
- Components of Effective Instruction
Terms to Know
Statement of Objective or Purpose
Daily Review
Explicit Modeling and Teaching
Guided Practice
Independent Practice
Teaching for Generalization
Monitoring Student Learning
Periodic Review and/or Multiple Opportunities for Practice
- Delivering Effective Instruction
Terms to Know
Explicit Instruction
Targeted Instruction
Time on Task
Quick Pacing of Lessons
Positive Feedback
Corrective Feedback
Engaged Reading Practice
Address Student Motivation
III. Research-Supported Instructional Practices
Terms to Know
Sample Lessons in this Book
- Comprehension
Sample Lesson: Before-, During-, and After-Reading Comprehension: Previewing Text and Question Generation
Sample Lesson: Before-, During-, and After-Reading Comprehension: Generating Level 1 (Right-There) Questions
Sample Lesson: Before-, During-, and After-Reading Comprehension: Generating Level 2 (Putting-It-Together) Questions
Sample Lesson: Before-, During-, and After-Reading Comprehension: Generating Level 3 (Making-Connections) Questions
Sample Lesson: During Reading: Mental Imagery Log
Sample Lesson: During Reading: Main Idea Strategy
During Reading: Identifying Text Structures and Using Graphic Organizers
Sample Lesson: After Reading: Summarizing Text
Sample Lesson: After Reading: Wrap-Up/Main Idea Log
- Vocabulary
Terms to Know
Word Types
Choosing Words to Teach
Explicitly Teaching Word Meanings
Word Knowledge
Word Consciousness
Word Learning
Sample Lesson: Word Knowledge: Semantic Mapping
Sample Lesson: Word Knowledge: Semantic Feature Analysis
Sample Lesson: Word Knowledge: Generating Examples and Nonexamples
Sample Lesson: Word Consciousness: Prepared Participation
Sample Lesson: Word Consciousness: Possible Sentences
Sample Lesson: Word Learning: The Word-Part Strategy
Sample Lesson: Word Learning: Using Context Cues
Sample Lesson: Word Learning: The Outside-In Strategy
- Fluency
Terms to Know
Why Teachers Should Consider Fluency with Middle School Readers
Caveats About Oral Reading Fluency in Middle School Students
Assessing Oral Reading Fluency
Instruction to Support Reading Fluency
Sample Lesson: Partner Reading
Sample Lesson: Readers' Theater
Sample Lesson: Audio- or Computer-Assisted Reading
- Word Recognition
Terms to Know
Introduction
Teaching Students to Recognize Syllable Patterns in Words
What Do Students Need to Know About Syllables?
Syllable Types
A Strategy for Reading Multisyllable Words
Planning and Implementing Word-Recognition Instruction
Sample Lesson: Word Recognition: The Multisyllable Word Reading Strategy
Sample Lesson: Word Recognition: The Silent e Syllable Type
Selecting an Effective Reading Intervention Program
Students Who Do Not Respond Adequately to Intervention
Conclusion
References
Appendix
Index
Permissions