Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?

Although many texts describe how to evaluate students and programs, rarely do we find texts explaining how to construct intervention strategies from those assessments to continue the process for continuous improvement. Caldwell (education, Cardinal Stritch U. and Lesie Marquette U.) overviews reading instruction geared for struggling readers, patterns of a reading difficulty, the structure of intervention, phonological awareness, word edification instruction through phonics and more in a format with a built-in evaluative and correction loop. They show how to use data to improve fluency, how to apply prior knowledge and concept development to improve vocabulary learning, and how to build in interactive strategies. Their appendices include a helpful summary of intervention strategies. Annotation c2009 Book News, Inc., Portland, OR (booknews.com)

Joanne Schudt Caldwell is the co-author/author of seven titles includingThe Qualitative Reading Inventory-4 and Reading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development 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-4. 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.