Intervention Strategies to Follow Informal Reading Inventory Assessment

              Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?, 3/e JoAnne Schudt Caldwell and Lauren Leslie This one-of-a-kind book identifies practical reading intervention strategies based on students' informal reading inventory results.  Today teachers need valid research-based measures for reading improvement, assessments to determine students' reading abilities, and intervention strategies to guide students back on track. To help teachers connect students' performance and evaluation to instruction, best-selling authors JoAnne Caldwell and Lauren Leslie outline practical intervention strategies that are aligned with any informal reading inventory. Targeting the latest research, the Third Edition includes new student case studies, more writing applications, a focus on teaching with classroom materials, and a new PDToolkit (available either with the book or alone).    New! Improvements to this edition to include:More on the use of classroom materials and textbooks in an intervention lesson-see Chapter 1.More on teaching academic vocabulary-see Chapter 8 and the PDToolkit.A greater focus on improving sentence comprehension-see Chapter 12.Sections devoted to Application to Adolescents and Application to ELLs-see Chapter 1 and Chapters 5-12.Sections devoted to Response to Intervention-see Chapter 1 and Chapters 5-12.The latest information on intervention research and literacy practices-see Chapters 1, 3, 4, 5, 6, 7, 8, 9, 10, 11.  JoAnne Schudt Caldwell is the co-author/author of seven titles including The Qualitative Reading Inventory-5 and Reading Problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and is Professor Emerita at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005. Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-5. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, “Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.