Essentials of Evidence-Based Academic Interventions E-Book

Barbara J. Wendling

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Serie: Essentials of Psychological Assessment
• Sprache: Englisch

Seitenzahl: 370

Veröffentlichungsjahr: 2008

Beschreibung

Essentials of Evidence-Based Academic Interventions puts at your fingertips the successful instructional techniques and materials necessary for accurate and effective use of evidence-based interventions. Written by Barbara Wendling and Nancy Mather, two experts in educational assessment and intervention, this intervention-oriented reference presents clear descriptions of research-based interventions in the areas of: phonological awareness and beginning reading phonics; phonics and sight word instruction; reading fluency; vocabulary and reading comprehension; spelling, handwriting, and written expression; basic math skills; and math problem-solving.

Leseprobe

Table of Contents

Title Page

Copyright Page

Dedication

SERIES PREFACE

One - GENERAL PRINCIPLES OF EVIDENCE-BASED INSTRUCTION

THE ROLE OF ASSESSMENT

WHAT IS EVIDENCE-BASED INSTRUCTION?

WHAT WORKS? EVIDENCE-BASED PRACTICES

CONCLUSION

Two - PHONOLOGICAL AWARENESS AND BEGINNING PHONICS

PHONOLOGICAL AWARENESS

BEGINNING PHONICS

EFFECTIVE INSTRUCTION

CONCLUSION

Three - PHONICS AND SIGHT WORD INSTRUCTION

PHONICS

SIGHT WORDS

EFFECTIVE INSTRUCTION

CONCLUSION

Four - READING FLUENCY

Characteristics of Individuals Struggling with Reading Fluency

Determining a Student’s Reading Rate and Accuracy Level

Adjusting Reading Rate

EFFECTIVE INSTRUCTION

Speed Drills

Choral Reading or Neurological Impress Method

Repeated Reading

Previewing

Taped Books and Technology

Prosody

Fluency and Comprehension

Commercial Programs

CONCLUSION

Five - VOCABULARY AND READING COMPREHENSION

VOCABULARY

CHARACTERISTICS OF INDIVIDUALS STRUGGLING WITH VOCABULARY DEVELOPMENT

EFFECTIVE INSTRUCTION

COMPREHENSION

EFFECTIVE INSTRUCTION

CONCLUSION

Six - SPELLING

SPELLING DEVELOPMENT

EFFECTIVE INSTRUCTION

CONCLUSION

Seven - HANDWRITING AND WRITTEN EXPRESSION

HANDWRITING

EFFECTIVE INSTRUCTION

WRITTEN EXPRESSION

EFFECTIVE INSTRUCTION

CONCLUSION

Eight - BASIC MATH SKILLS

Characteristics of Individuals Struggling with Basic Math Skills

NUMBER SENSE

MATH FACTS AND FLUENCY

EFFECTIVE INSTRUCTION

CONCLUSION

Nine - MATH PROBLEM SOLVING

MATHEMATICS

EFFECTIVE INSTRUCTION

CONCLUSION

Ten - THE RELEVANCE OF COGNITIVE ABILITIES TO ACADEMIC INTERVENTIONS

CONNECTION TO ACHIEVEMENT

EFFECTIVE INSTRUCTION

CONCLUSION

References

Annotated Bibliography

Acknowledgements

About the Authors

Index

Essentials of Psychological Assessment Series Series Editors, Alan S. Kaufman and Nadeen L. Kaufman

Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone], or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748- 6011, fax [phone] or online at http://www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Designations used by companies to distinguish their products are often claimed as trademarks. In all instances where John Wiley & Sons, Inc. is aware of a claim, the product names appear in initial capital or all capital letters. Readers, however, should contact the appropriate companies for more complete information regarding trademarks and registration.

For general information on our other products and services please contact our Customer Care Department within the U.S. at [phone], outside the United States at [phone] or fax [phone].

Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. For more information about Wiley products, visit our website at www.wiley.com .Library of Congress Cataloging-in-Publication Data:Wendling, Barbara J. Essentials of evidence-based academic interventions / by Barbara J. Wendling and Nancy Mather. p. cm.—(Essentials of psychological assessment series) Includes bibliographical references and index.

eISBN : 978-0-470-46020-7

1. Learning disabled children—Education. 2. Learning disabilities—Testing. 3. Reading comprehension—Study and teaching. 4. Mathematics—Study and teaching—Evaluation. I. Mather, Nancy. II. Title. LC4704.5.W46 2009 371.9—dc22 2008016819

To Steve, my loving gentle bear, my angel here on earth.—Barbara

To Michael,—to past years and future years of love, laughter, and wildflowers . . .—Nancy

SERIES PREFACE

In the Essentials of Psychological Assessment series, we have attempted to provide the reader with books that will deliver key practical information in the most efficient and accessible style. The series features instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. For the experienced clinician, books in the series will offer a concise yet thorough way to master utilization of the continuously evolving supply of new and revised instruments, as well as a convenient method for keeping up-to-date on the tried-and-true measures. The novice will find here a prioritized assembly of all the information and techniques that must be at one’s fingertips to begin the complicated process of individual psychological diagnosis.

Wherever feasible, visual shortcuts to highlight key points are utilized alongside systematic, step-by-step guidelines. Chapters are focused and succinct. Topics are targeted for an easy understanding of the essentials of administration, scoring, interpretation, and clinical application. Theory and research are continually woven into the fabric of each book, but always to enhance clinical inference, never to sidetrack or overwhelm. We have long been advocates of what has been called intelligent testing—the notion that a profile of test scores is meaningless unless it is brought to life by the clinical observations and astute detective work of knowledgeable examiners. Test profiles must be used to make a difference in the child’s or adult’s life, or why bother to test? We want this series to help our readers become the best intelligent testers they can be.

The Essentials of Evidence-Based Academic Interventions is designed for assessment professionals and educators alike who are looking for a resource on effective instruction. With the focus on response-to-intervention and evidence-based instruction in both general and special education we felt it important to add a book to our Essentials series that deals with effective instruction and intervention. The authors of Essentials of Evidence-Based Academic Interventions, Barbara Wendling and Nancy Mather, are both worldwide experts in academic interventions. They have created a convenient resource that identifies effective instructional techniques and materials for the achievement domains of reading, writing, and mathematics, as well as the general principles of effective instruction and the relevance of cognitive abilities to academic interventions.

Each chapter provides an overview of the academic area and the relevant research, the characteristics of individuals struggling with each academic area, and the ways to implement specific instructional interventions. In addition, the text contains helpful web sites and examples of effective commercially available programs. This book makes the essentials of evidence-based instruction accessible to all assessment professionals and teachers.

Alan S. Kaufman, PhD, and Nadeen L. Kaufman, EdD, Series Editors Yale University School of Medicine

One

GENERAL PRINCIPLES OF EVIDENCE-BASED INSTRUCTION

THE ROLE OF ASSESSMENT

The single most important factor in planning for a child with a learning disability is an intensive diagnostic study. Without a comprehensive evaluation of his deficits and assets, the educational program may be too general, or even inappropriate.

—Johnson & Myklebust, 1967

Results from comprehensive evaluations often reveal the various cognitive and linguistic factors that are affecting learning. With this information, evaluators are better equipped to use assessment results to help plan instruction. Understanding individual differences in attention, learning abilities, and memory is not only critical for informing instruction, but also for identifying individuals with specific learning disabilities. There is much debate about the need for comprehensive evaluation as part of the identification process for specific learning disabilities. Some argue that comprehensive evaluation is absolutely necessary, while others argue it is absolutely unnecessary. Some even make the case that the category of specific learning disabilities should be eliminated completely. Although confusion exists, Scruggs and Mastropieri (2002) advised that eliminating the construct of specific learning disabilities is like “throwing the baby out with the bathwater” (p. 165). A comprehensive evaluation is important to understanding an individual’s strengths and weaknesses—a critical element not only for identifying specific learning disabilities but also for planning effective instruction.

Once the factors that are affecting learning and performance have been determined, both standardized and informal assessment results can help inform and improve instruction in several ways. First, assessment results can promote student learning. Teachers can ensure that students receive instruction at an appropriate level of difficulty with effective methods and materials. Learning is made accessible to students and teachers by knowing what skills and knowledge students have and have not mastered. Findings from the National Reading Panel (2000) indicate that teachers need to be able to assess individual students and then tailor instruction to their individual needs. This information helps the teacher focus on the specific instructional needs of each student. Assessment helps ensure that students receive targeted, carefully designed instruction rather than a one-size-fits-all approach.

Second, more frequent assessments, such as curriculum-based measures, can help students monitor their own learning—an important metacognitive goal. Students will know more clearly what is expected of them because they receive feedback on the criteria that need to be mastered. Third, assessment can document what students are able to do with information that is taught to them. Assessment is a powerful tool for improving teaching by revealing when instruction is working and when it is not. If students are not succeeding, instruction can be redirected, modified, or intensified as needed. Thus, assessment is viewed as a method or diagnostic process that helps determine the factors affecting learning, reveals the present levels of performance, helps establish the goals of intervention, and helps evaluators determine the most effective instructional methods.