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“Despite the growing emphasis on multi-tiered systems of support, implementation of research-based practices is still very inconsistent in schools. This accessible, much-needed book clearly explains best practices in intensive reading intervention. Activities that bring results are described and their extensive research base is summarized. The book's unique features include instructions for intensifying each lesson or activity; guidance on using quick, curriculum-based assessments for weekly progress monitoring; and multicomponent lesson frameworks. I highly recommend this resource for teachers-in-training and practicing educators who work with students with severe reading difficulties.”

—Louisa C. Moats, EdD, codeveloper, LETRS professional development program; former officer, International Dyslexia Association


“Intensive intervention may be the best approach we have for closing the reading achievement gap and ensuring that all students get the opportunity to become successful readers. This indispensable guide will be a go-to resource for educators looking for practical, research-based strategies, lessons, and routines for implementing intensive interventions.”

—Michael D. Coyne, PhD, Special Education Program, University of Connecticut


“This is the book all elementary schools need to implement truly responsive and effective reading intervention. All the essential content that needs to be taught is carefully laid out in each chapter. The embedded case studies with instructional plans are very useful. The chapter on multicomponent intervention is unique and valuable—its focus on integrating behavior supports to maximize student learning and motivation is exactly what has been shown to work. This book's utility is not surprising, considering the authors were all teachers prior to becoming leading reading researchers. It really bridges the research-to-practice gap!”

—Beth Harn, PhD, Special Education Program, University of Oregon


“This is one of those rare books that makes scientific reading research interpretable and actionable for practitioners. Not only do the authors present the 'what' and 'how' of intensive reading intervention, but they provide clear, teacher-friendly guidance that permits immediate implementation. Teachers and school leaders will benefit from the book's level of description, numerous examples, and practical recommendations for the classroom. It is sure to empower teachers to reach all their students for decades to come.”

—Dana Brandes, PhD, special education teacher, Northeast Metro 916 Intermediate School District, Minnesota

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Table of Contents

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

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About the Authors

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 and Guy Bond Chair of Reading 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.

• Author's website
• All titles by Kristen L. McMaster

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Audience

K–5 special educators, classroom teachers, literacy specialists, and administrators; preservice teachers and teacher educators.

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Course Use

May serve as a supplemental text in graduate-level courses.