Product Description
For courses in Elementary Reading Methods, Literacy in the Elementary School, and Literacy Tutoring.
Even with effective early interventions, many students continue to need expert and intensive reading instruction well beyond the primary-grade years. Now intermediate and middle school educators and pre-service teachers have a resource to help them develop instructional strategies for these students. The contributors to this volume draw from research and classroom practice as they share strategies that work for readers who continue to struggle in grades 3-8. Readers will learn how to address the needs of children in a range of instructional settings and learning contexts, and gain a solid understanding of the current state of knowledge on struggling readers and the multiple pathways they can take to help them succeed.
From the Back Cover
In recent years, U.S. policy and funding initiatives and research have focused primarily on early intervention in reading. Clearly, getting a good start in learning to read is a worthy goal. However, early intervention is insufficient for many children because they struggle in learning to read for an array of reasons—language differences, learning and cognitive disabilities, and motivation and interest issues-that cannot be fully addressed during the early years. This book not only highlights the need for expert, intensive, and focused instruction in reading beyond the primary years but also identifies and describes effective practices for teaching those students who continue to struggle in reading.
The contributors to this volume draw from research and classroom practices as they share strategies that work for students who struggle to read in grades 3 to 8. The 12 chapters are divided into three sections: Understanding the Student: Exploring Cognitive, Cultural and Linguistic Underpinnings to Literacy Learning; Supporting Students in Grades 3 and Beyond as They Learn to Read; and Supporting Students in Grades 3 and Beyond as They Learn Through Text. Chapters address the needs of students in a range of instructional settings, including general, special, and bilingual education classrooms, and in a range of learning contexts, including classroom, small group, individual, and tutorial.
After Early Intervention, Then What? shows that even though there are multiple pathways to success for struggling readers, these pathways are unified by long-held principles about effective teaching—instruction is intense, explicit, strategic, and supported by knowledgeable teachers; curriculum is challenging and interesting; and student engagement and expectations for learning are high.
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