Early Intervention for Reading Difficulties, First Edition

Donna M. Scanlon, PhD, is Professor in the Reading Department at the University at Albany, State University of New York. Dr. Scanlon has spent most of her career studying children's reading difficulties. Her studies have focused on the relationships between instructional characteristics and success in learning to read and on developing and evaluating approaches to preventing early reading difficulties. Findings from studies that she and her colleagues conducted have contributed to the emergence of response to intervention as a process for preventing reading difficulties and avoiding inappropriate and inaccurate learning disability classifications. Most recently, Dr. Scanlon's work has focused on the development of teacher knowledge and teaching skill among both preservice and inservice teachers for the purpose of helping teachers to prevent reading difficulties. Kimberly L. Anderson, PhD, is a research associate in the Child Research and Study Center at the University at Albany, State University of New York, and an adjunct instructor in the University's Reading Department. Dr. Anderson has contributed to the Center's research on the interactive strategies approach (ISA) by serving as an intervention teacher; by providing professional development for teachers learning to implement the ISA in the early primary grades in both classroom and intervention settings; and, most recently, by collaborating with preservice educators from institutions across New York on enhancing preservice teacher knowledge related to literacy instruction. She worked for many years as a school psychologist at the elementary level and has spent several years as a reading teacher at the primary level, utilizing the ISA to provide small-group intervention to kindergartners and first-grade students. Joan M. Sweeney, MSEd, is a reading teacher in the North Colonie Central School District in Latham, New York. Previously, she was a research associate in the Child Research and Study Center at the University at Albany, State University of New York, where she provided intervention for struggling readers, supervised intervention teachers, and coached classroom teachers utilizing the ISA to support children's literacy development.

Part I: A Comprehensive Approach to Early Intervention. The Interactive Strategies Approach. Responsive Classroom Instruction. Motivation to Read and Write. Part II: Learning the Alphabetic Code. Purposes and Conventions of Print. Phonological Awareness. Letter Naming. Letter-sound Association. The Alphabetic Principle and the Alphabetic Code. Larger Orthographic Units and Multisyllabic Words. Part III: Word Learning. Strategic Word Learning. High-Frequency Word Learning. Part IV: Meaning Construction. Vocabulary and Oral Language Development. Comprehension and General Knowledge. Part V: Implementing Intensified Instruction. Small-Group and One-to-one Intervention. A Proposed Model for Multi-tiered Intervention.