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.

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• Chapter One: An Overview of Reading Instruction for Struggling Readers      Reading Instruction–Past and Present Perspectives            Successful Intervention — A New PerspectivePrinciples of Effective Intervention Programs          Current Issues Summary    References and Recommended Readings       Chapter Two: Patterns of Reading Difficulty          General Patterns         Defining a Student’s Reading Level  Reading Level: An Indicator of Problem Severity    Reading Level: An Indicator of Word Identification Proficiency    Reading Level: An Indicator of Comprehension Proficiency           Designing the Intervention Focus      Summary      References and Recommended Readings       Chapter Three: The Structure of Intervention Sessions The Importance of Consistent Structure        Individual Intervention Structures K-5Group Intervention Structures K-5    Intervention Structures 6-12Classroom Intervention Structures That Foster the Growth of Struggling ReadersDesigning Your Own Structure          Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings  Chapter Four: Phonological Awareness         What Is Phonological Awareness and Why Is It Important? The Importance of Rhyme    The Informal Reading Inventory as an Indicator of Rhyme Knowledge      Phonological Awareness Instruction The Importance of Phonemic Awareness      Developing Phonemic Awareness Aurally    Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Five: Word Identification Instruction: Phonics and More   What Is Systematic Phonics Instruction?      The Informal Reading Inventory as an Indicator of Problems with Word Identification  Guidelines for Exemplary Phonics Instruction         Teaching Consonant Sounds Using Shared Reading Procedures for Teaching Consonant Sounds Using Shared ReadingTeaching Vowel Sounds: Using Spelling Patterns to Read by Analogy       The Importance of Cross-Checking   How to Learn Words That Are Difficult to Decode  Putting It All Together: Guided Reading       Teacher Prompting during Oral Reading       Application to SpellingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Six: Word Identification Instruction: Fluency  The Importance of Fluency    The Informal Reading Inventory as an Indicator of Lack of Fluency           General Principles for Developing Fluency  Instructional Activities for Developing Fluency       Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Seven: Prior Knowledge and Concept Development   How Prior Knowledge Affects Comprehension        How to Assess Prior Knowledge        Building a Knowledge Base: Concept Development Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Eight: Vocabulary LearningThe Importance of Vocabulary Learning       The Informal Reading Inventory as an Indicator of Vocabulary Learning   General Principles for Developing Vocabulary Learning     Instructional Activities for Fostering Word Learning          Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings      Appendix  Chapter Nine: Comprehension Instruction: Retelling Narrative Text            The Importance of RetellingWhat is an Effective Retelling?How is an Understanding of Narrative Structure Developed?          The Informal Inventory as an Indicator of Ability to Retell Narrative Text General Principles for Developing Narrative Retelling        Biographies: Bridging Narrative and Expository Text         Application to English Language Learners   Application to WritingApplication to Adolescent Learners  Response to Intervention        Summary     References and Recommended Readings       Chapter Ten: Comprehension Instruction: Expository Retelling       Retelling Expository Text      The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text          General Principles for Developing Effective Expository Retellings            Instructional Strategies for Constructing Expository Retellings      Expository Idea Map  Main Idea Map           Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings      Appendix  Chapter Eleven: Comprehension Instruction: Answering Questions            The Complexity of Answering Questions     The Importance of Self-Questioning The Informal Reading Inventory as an Indicator of Ability to Answer Questions        General Principles for Helping Students to Answer Questions        Instructional Activities for Answering Questions     Application to WritingApplication to English Language Learners   Application to Adolescent Learners          206Response to Intervention        Summary        References and Recommended Readings       Chapter Twelve: Comprehension Instruction: General Interactive StrategiesThe Importance of Comprehension StrategiesThe Informal Reading Inventory as an Indicator of Problems with Comprehension          Frameworks for Interactive Teaching of Comprehension Strategies           Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Thirteen: Pulling It All Together: Designing the Intervention Structure        Primary Level Intermediate Level     Middle Level  Generic Intervention Plan      Summary        Appendix Summary of Intervention Strategies         Index

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.

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• Chapter One: An Overview of Reading Instruction for Struggling Readers      Reading Instruction–Past and Present Perspectives            Successful Intervention — A New PerspectivePrinciples of Effective Intervention Programs          Current Issues Summary    References and Recommended Readings       Chapter Two: Patterns of Reading Difficulty          General Patterns         Defining a Student’s Reading Level  Reading Level: An Indicator of Problem Severity    Reading Level: An Indicator of Word Identification Proficiency    Reading Level: An Indicator of Comprehension Proficiency           Designing the Intervention Focus      Summary      References and Recommended Readings       Chapter Three: The Structure of Intervention Sessions The Importance of Consistent Structure        Individual Intervention Structures K-5Group Intervention Structures K-5    Intervention Structures 6-12Classroom Intervention Structures That Foster the Growth of Struggling ReadersDesigning Your Own Structure          Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings  Chapter Four: Phonological Awareness         What Is Phonological Awareness and Why Is It Important? The Importance of Rhyme    The Informal Reading Inventory as an Indicator of Rhyme Knowledge      Phonological Awareness Instruction The Importance of Phonemic Awareness      Developing Phonemic Awareness Aurally    Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Five: Word Identification Instruction: Phonics and More   What Is Systematic Phonics Instruction?      The Informal Reading Inventory as an Indicator of Problems with Word Identification  Guidelines for Exemplary Phonics Instruction         Teaching Consonant Sounds Using Shared Reading Procedures for Teaching Consonant Sounds Using Shared ReadingTeaching Vowel Sounds: Using Spelling Patterns to Read by Analogy       The Importance of Cross-Checking   How to Learn Words That Are Difficult to Decode  Putting It All Together: Guided Reading       Teacher Prompting during Oral Reading       Application to SpellingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Six: Word Identification Instruction: Fluency  The Importance of Fluency    The Informal Reading Inventory as an Indicator of Lack of Fluency           General Principles for Developing Fluency  Instructional Activities for Developing Fluency       Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Seven: Prior Knowledge and Concept Development   How Prior Knowledge Affects Comprehension        How to Assess Prior Knowledge        Building a Knowledge Base: Concept Development Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Eight: Vocabulary LearningThe Importance of Vocabulary Learning       The Informal Reading Inventory as an Indicator of Vocabulary Learning   General Principles for Developing Vocabulary Learning     Instructional Activities for Fostering Word Learning          Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings      Appendix  Chapter Nine: Comprehension Instruction: Retelling Narrative Text            The Importance of RetellingWhat is an Effective Retelling?How is an Understanding of Narrative Structure Developed?          The Informal Inventory as an Indicator of Ability to Retell Narrative Text General Principles for Developing Narrative Retelling        Biographies: Bridging Narrative and Expository Text         Application to English Language Learners   Application to WritingApplication to Adolescent Learners  Response to Intervention        Summary     References and Recommended Readings       Chapter Ten: Comprehension Instruction: Expository Retelling       Retelling Expository Text      The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text          General Principles for Developing Effective Expository Retellings            Instructional Strategies for Constructing Expository Retellings      Expository Idea Map  Main Idea Map           Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings      Appendix  Chapter Eleven: Comprehension Instruction: Answering Questions            The Complexity of Answering Questions     The Importance of Self-Questioning The Informal Reading Inventory as an Indicator of Ability to Answer Questions        General Principles for Helping Students to Answer Questions        Instructional Activities for Answering Questions     Application to WritingApplication to English Language Learners   Application to Adolescent Learners          206Response to Intervention        Summary        References and Recommended Readings       Chapter Twelve: Comprehension Instruction: General Interactive StrategiesThe Importance of Comprehension StrategiesThe Informal Reading Inventory as an Indicator of Problems with Comprehension          Frameworks for Interactive Teaching of Comprehension Strategies           Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Thirteen: Pulling It All Together: Designing the Intervention Structure        Primary Level Intermediate Level     Middle Level  Generic Intervention Plan      Summary        Appendix Summary of Intervention Strategies         Index

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.

Select Guide Rating

• Chapter One: An Overview of Reading Instruction for Struggling Readers      Reading Instruction–Past and Present Perspectives            Successful Intervention — A New PerspectivePrinciples of Effective Intervention Programs          Current Issues Summary    References and Recommended Readings       Chapter Two: Patterns of Reading Difficulty          General Patterns         Defining a Student’s Reading Level  Reading Level: An Indicator of Problem Severity    Reading Level: An Indicator of Word Identification Proficiency    Reading Level: An Indicator of Comprehension Proficiency           Designing the Intervention Focus      Summary      References and Recommended Readings       Chapter Three: The Structure of Intervention Sessions The Importance of Consistent Structure        Individual Intervention Structures K-5Group Intervention Structures K-5    Intervention Structures 6-12Classroom Intervention Structures That Foster the Growth of Struggling ReadersDesigning Your Own Structure          Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings  Chapter Four: Phonological Awareness         What Is Phonological Awareness and Why Is It Important? The Importance of Rhyme    The Informal Reading Inventory as an Indicator of Rhyme Knowledge      Phonological Awareness Instruction The Importance of Phonemic Awareness      Developing Phonemic Awareness Aurally    Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Five: Word Identification Instruction: Phonics and More   What Is Systematic Phonics Instruction?      The Informal Reading Inventory as an Indicator of Problems with Word Identification  Guidelines for Exemplary Phonics Instruction         Teaching Consonant Sounds Using Shared Reading Procedures for Teaching Consonant Sounds Using Shared ReadingTeaching Vowel Sounds: Using Spelling Patterns to Read by Analogy       The Importance of Cross-Checking   How to Learn Words That Are Difficult to Decode  Putting It All Together: Guided Reading       Teacher Prompting during Oral Reading       Application to SpellingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Six: Word Identification Instruction: Fluency  The Importance of Fluency    The Informal Reading Inventory as an Indicator of Lack of Fluency           General Principles for Developing Fluency  Instructional Activities for Developing Fluency       Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Seven: Prior Knowledge and Concept Development   How Prior Knowledge Affects Comprehension        How to Assess Prior Knowledge        Building a Knowledge Base: Concept Development Application to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Eight: Vocabulary LearningThe Importance of Vocabulary Learning       The Informal Reading Inventory as an Indicator of Vocabulary Learning   General Principles for Developing Vocabulary Learning     Instructional Activities for Fostering Word Learning          Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings      Appendix  Chapter Nine: Comprehension Instruction: Retelling Narrative Text            The Importance of RetellingWhat is an Effective Retelling?How is an Understanding of Narrative Structure Developed?          The Informal Inventory as an Indicator of Ability to Retell Narrative Text General Principles for Developing Narrative Retelling        Biographies: Bridging Narrative and Expository Text         Application to English Language Learners   Application to WritingApplication to Adolescent Learners  Response to Intervention        Summary     References and Recommended Readings       Chapter Ten: Comprehension Instruction: Expository Retelling       Retelling Expository Text      The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text          General Principles for Developing Effective Expository Retellings            Instructional Strategies for Constructing Expository Retellings      Expository Idea Map  Main Idea Map           Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings      Appendix  Chapter Eleven: Comprehension Instruction: Answering Questions            The Complexity of Answering Questions     The Importance of Self-Questioning The Informal Reading Inventory as an Indicator of Ability to Answer Questions        General Principles for Helping Students to Answer Questions        Instructional Activities for Answering Questions     Application to WritingApplication to English Language Learners   Application to Adolescent Learners          206Response to Intervention        Summary        References and Recommended Readings       Chapter Twelve: Comprehension Instruction: General Interactive StrategiesThe Importance of Comprehension StrategiesThe Informal Reading Inventory as an Indicator of Problems with Comprehension          Frameworks for Interactive Teaching of Comprehension Strategies           Application to WritingApplication to English Language Learners   Application to Adolescent Learners  Response to Intervention        Summary        References and Recommended Readings       Chapter Thirteen: Pulling It All Together: Designing the Intervention Structure        Primary Level Intermediate Level     Middle Level  Generic Intervention Plan      Summary        Appendix Summary of Intervention Strategies         Index