This highly practical book helps K–8 teachers implement effective reading interventions that support meaningful comprehension and engage students with interesting, age-appropriate texts. Andrew P. Johnson presents a range of strategies for addressing difficulties in the core areas of word identification, fluency, and comprehension. Packed with illustrative figures, the book provides guidance and tools for assessing reading problems, combining and adapting interventions for particular students, planning writing activities to enhance reading, aligning efforts within a response-to-intervention framework, and designing individualized education programs. Informed by current research, Johnson candidly targets "educational malpractice” and helps readers puzzle through the controversies surrounding dyslexia diagnoses and special education decision making.

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Cover -- Half Title Page -- Title Page -- Copyright -- Dedication -- About the Author -- Preface -- Acknowledgments -- Contents -- Introduction -- This Is Not Another RTI Book -- A General Overview of RTI for Reading, Writing, and Math -- Tier 1 -- Tier 2 -- Tier 3 -- Implementing RTI Flexibly -- Organization of This Book -- New Ideas -- Part I. Background Information -- 1. Instruction and Interventions -- Defining Our Terms -- Daily Reading Instruction -- Effective Reading Interventions -- They Already Know How to Read -- Three Big Ideas -- 2. Educational Research and Theoretical Models. Theoretical Models -- Research and Theoretical Models -- 3. Understanding the Reading Process -- How the Brain Creates Meaning with Print -- 4. Coming to a Common Understanding -- Eight Essential Literacy Terms -- Methods, Strategies, and Direct Instruction -- Direct Instruction In a Meaning-Based Approach -- Part II. Elements of a Meaning-Based Intervention for Reading -- 5. How a Meaning-Based Intervention for Reading Works -- Interventions and Educational Malpractice -- Intervention Sessions for Reading -- Final Word -- 6. Language Experience Activities -- An Experience with Language -- Steps Tips -- 7. Word Work -- Phonics -- How to Teach Phonics -- Games -- The Best Approach to Phonics Instruction -- 8. Sight Words and Scope and Sequence Charts -- Sight Words -- Scope and Nonsense Charts -- Final Word -- 9. Word Identification Strategies -- A Quick Review -- Morphemic Analysis -- Context Clues: The Semantic Cueing System -- Analogy -- Phonics -- The Big Picture -- 10. Cloze and Maze Activities: Semantic Cueing -- A Quick Review -- Cloze and Maze -- Pre- and Postreading Activities -- Cloze for Small Groups -- Tips for Using Maze and Cloze Activities -- Final Word 11. Writing for Reading -- Writing for Syntactic Cueing -- Writing Activities -- Final Word -- 12. Fluency -- What It Is -- Standardized Reading Rates -- Reading with Expression and Prosody -- No Round-Robin Reading -- WPM versus WCPM: Accuracy -- Fluency Strategies -- Progress Monitoring -- Final Word -- 13. Comprehension -- Understanding Comprehension -- Teach the Process to Develop the Skill -- Comprehension Skill Activities -- Three Big Ideas -- 14. Reading Practice (More, Please) -- Reading Practice -- Reading Practice as Part of an Intervention -- Three Other Ideas -- Final Word Part III. Diagnosing, Assessing, and Monitoring Progress -- 15. Standardized Tests -- Standardized and Norm-Referenced Tests -- An Educational Tool -- Limitations of Standardized Tests -- A Story about Validity -- Final Word -- 16. Diagnosing the Problem -- Diagnostic Reading Assessment -- Miscue Analyses -- Comprehension -- Fluency -- Final Word -- Appendix: Report -- 17. Progress Monitoring -- What It Is -- Word Identification -- Comprehension -- Fluency -- Student Perception/Attitude -- Final Word -- Part IV. Individual Education Programs -- 18. Individualized Education Programs for Reading