Fast, effective, research-based interventions for struggling readers
Have you ever zoned out during reading-pronounced the words, without processing their meaning? This is how "word callers" experience all reading, In fact, strong decoders with limited comprehension account for nearly a third of all struggling readers. Now there's powerful new hope for them in Word Callers.
"Word callers are so focused on letters and decoding that their minds don't knit together the meaning of the words they are reading. The diverse interventions in this book all address this inflexibility, helping these children become better able to process meaning alongside letter-sound information."
A centerpiece of Word Callers is an assessment and intervention developed by Kelly Cartwright that uses word and picture cards to measure and support readers' sound-meaning flexibility-an ideal resource for Tier 2 and Tier 3 RTI instruction. Kelly's research shows that your word callers can "unglue" from print and improve their comprehension in as few as 5 lessons.
With Word Callers you'll help students in individual or small-group settings begin to make meaning and then build on their newfound skill:
Assessments based on included word cards help identify inflexible readers.
A straightforward, needs-driven research-tested intervention using the cards turns readers around fast.
Engaging lessons with wordplay, word and picture cards, comprehension strategies, and more support the transition from word callers into full-time meaning makers.
It's not often we have such a storybook scenario for our at-risk learners, but when you try Kelly Cartwright's suggestions with your students, when you see children transform from "just reading words" to understanding text and enjoying reading, you'll see how much hope there is for your Word Callers.
To purchase replacement word & picture cards, click here.
|Product dimensions:||6.00(w) x 1.25(h) x 9.00(d)|
About the Author
Nell K. Duke is an award-winning researcher with an interest in informational literacies in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. A Professor of Teacher Education and Educational Psychology at Michigan State University and Co-Director of the Literacy Research Center (LARC), Duke has worked closely with teachers to address how research can help support teachers in their practice. With that in mind, she created The Research-Informed Classroom Series and has authored many books among them Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; and Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five.