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

Caldwell (educational psychology, Cardinal Stritch U.) and Leslie (literacy, Marquette U.) outline practical reading intervention strategies based on students' informal reading inventory results, specifically those from the Qualitative Reading Inventory. They describe how intervention instruction should move struggling readers to a level appropriate for their age and grade; examine the informal reading inventory and what can be learned from it; and discuss the assessment and teaching of phonological awareness, word identification decoding and fluency, the role of prior knowledge, word learning and comprehension, retelling, answering questions, and developing comprehension, as well as models for structuring different intervention sessions. This edition adds new student case studies, a focus on teaching with classroom materials and textbooks in an intervention lesson, more on teaching academic vocabulary, more focus on improving sentence comprehension, sections on applications for adolescent learners and English language learners and response to intervention, information on recent intervention research and literacy practices, applications of phonological awareness to writing and word identification instruction to spelling, and a new PDToolkit website, which contains lesson plans, videos, and other information. It also has sections on the use of teacher read-alouds for vocabulary instruction, developing word consciousness, expository read-alouds, and dialogic approaches to comprehension. It has a new section on Common Core Standards for English Language Arts, Reading of Literature, History, Social Studies, Science, and Technical Subjects. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)

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.