Intensive Reading Interventions for the Elementary Grades
The Guilford Series on Intensive Instruction Series

Packed with easy-to-use tools and resources, this book presents intensive intervention strategies for K-5 students with severe and persistent reading difficulties. Filling a key need, the authors describe specific ways to further intensify instruction when students continue to struggle. Chapters address all the fundamental components of reading--phonological awareness, phonics and word recognition, reading fluency, oral language, language and reading comprehension, and writing to read. The authors discuss the design and implementation of intensive instruction and provide effective teaching techniques and activities. Grounded in the principles of data-based individualization, the book includes concrete recommendations for determining students' particular needs and monitoring their progress.

An NCTQ Exemplary Text for Reading Instruction

1. Introduction to Intensive Reading Interventions
2. Intensive Interventions to Support Phonological and Phonemic Awareness
3. Intensive Interventions to Support Phonics and Word Recognition
4. Intensive Interventions to Support Fluency
5. Intensive Interventions to Support Oral Language
6. Intensive Interventions to Support Language and Reading Comprehension
7. Intensive Interventions to Support Writing to Read
8. Multicomponent Reading Interventions
References
Index

Jeanne Wanzek, PhD, is Professor and Currey-Ingram Endowed Chair in the Department of Special Education at Peabody College of Vanderbilt University. Her research focuses on effective reading instruction and intervention for students with reading difficulties and disabilities. Prior to receiving her doctorate, Dr. Wanzek worked as a special educator and an elementary teacher. She has over 100 publications in the areas of early reading, learning disability, and adolescent reading intervention. She has worked with several elementary and secondary schools conducting research to improve core classroom instruction and reading intervention implementation. In addition, she has consulted with several schools and districts across the country on the implementation of effective reading instruction.

Stephanie Al Otaiba, PhD, is Professor in the Department of Teaching and Learning at Southern Methodist University. A former special education teacher, she conducts research on early literacy interventions for students with or at risk for disabilities; response to intervention; and teacher training. She is the author or coauthor of over 150 articles and chapters. Dr. Al Otaiba is a past president of the Division for Learning Disabilities of the Council for Exceptional Children and is the editor of the Journal of Learning Disabilities.

Kristen L. McMaster, PhD, is Professor of Special Education in the Department of Educational Psychology at the University of Minnesota. Dr. McMaster's work addresses creating conditions for successful response to intervention for students at risk and students with disabilities. Specific research interests include promoting teachers’ use of data-based decision making and evidence-based instruction, and developing intensive, individualized interventions for students for whom generally effective instruction is not sufficient. Dr. McMaster is a former special education teacher.