This toolkit provides activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K-12 students with significant learning difficulties and disabilities. Grounded in research, this toolkit is based on the Center on Instruction's "Intensive Interventions for Students Struggling…

Student retention has become a difficult issue within higher education. As such, it is imperative to examine the causes, as well as provide educators with strategies to implement to improve retention rates. "Critical Assessment and Strategies for Increased Student Retention" is a pivotal reference source for the latest progressive…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Reviews materials that teachers and students can use to help build knowledge of topics and word meanings that are essential to reading comprehension. (FL)

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Suggests using short story instruction as a way to foster a heightened awareness of the inferential process. (TJ)

Argues that allowing students five seconds to think about a question both before and after they answer it improves the quality of the answers they give. (FL)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Offers suggestions for effective use of the Directed Reading-Thinking Activity developed by R. Stauffer. (FL)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Contends that critical reading, a viable skill that contributes to the development of well-integrated human beings, demonstrates the simultaneous achievement of affective and cognitive goals. Stresses that through the integration of affective and cognitive behavior, the critical reader becomes an autonomous being. (FL)

Schemata, as defined recently by reading researchers, represent generic concepts which are stored in memory. They include underlying objects, situations, events, actions, and sequences of actions for use in interpreting new experiences. Research on schemata suggests that teachers need to pay attention to the types of questions they ask when…