Catching Readers Series

Day-by-Day Small-Group Reading Interventions

catching-readers-series

Discipline

Professional Resources

Copyright

2011

Delivery Method

Print

Province

National

Imprint

Heinemann

Author(s)

Nell K Duke, Barbara M Taylor

Catchingreaders — Nell K. Duke, a researcher known for her efforts to bridge research and practice in literacy education, presents Catching Readers Series. The series brings rigorous classroom-based research to bear on persistent challenges of classroom practice. Each resource explains research findings in an accessible, informative manner and demonstrates how to put these findings into action through classroom practices. The series gives teachers thoughtful take-aways for their next teaching day while providing coaches and administrators with roadmaps for research-based practice.

VIDEO: Preview the Catching Readers trailer

Catching Readers Series

Catching Readers Grades K-5

Catching Readers

“When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level,” says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2, 3, and 4–5).

Powerful Intervention Strategies for Your Classroom
• Daily, small-group interventions help struggling first graders read on level by spring.
• Instruction focuses on word recognition, fluency, vocabulary and comprehension development.
• The use of trade books and leveled books reinforces and extends guided reading instruction.
• Live-from-the-classroom video clips show the lessons in action.
• Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students.

Empowering Professional Development for Your School
• A clear consistent framework fosters schoolwide coherence and continuity.
• A month-by-month planning guide helps organize teaching across grade levels.
• The lessons in action video clips are ideal for group analysis.
• Dynamic Internet and consulting services support professional learning communities.

Based on a Scientifically Proven Program
The Early Intervention in Reading (EIR) program, developed by Barbara Taylor of the University of Minnesota, provides an in-class alternative to traditional pull-out remedial reading programs. It consists of supplemental instruction provided by the first-grade classroom teacher rather than by other personnel. The program has been tested in several locales and has proven that teachers can intervene to support struggling readers.

Sample: Introduction and Chapter 1: What Does Effective Reading Instruction for Kindergartners Look Like?

Sample: Chapter 3: The Weekly Lesson Routine

Catching Readers

“When we're true to children's developmental needs and know which books to put in their hands, good things fall into place. The key is to focus on the children and the practices we know help them to read at each grade level,” says Barbara Taylor. These foundational beliefs have been the focus of Barbara Taylor's career and inspired her to create the Early Intervention in Reading (EIR) process. After more than two decades of classroom practice and refinement, Barbara Taylor has translated her EIR process into the Catching Readers series (Grades K, 1, 2, 3, and 4–5).

Powerful Intervention Strategies for Your Classroom
• Daily, small-group interventions help struggling first graders read on level by spring.
• Instruction focuses on word recognition, fluency, vocabulary and comprehension development.
• The use of trade books and leveled books reinforces and extends guided reading instruction.
• Live-from-the-classroom video clips show the lessons in action.
• Practical classroom-tested teaching tools include 100+ pages of reproducibles for teachers and students.

Empowering Professional Development for Your School
• A clear consistent framework fosters schoolwide coherence and continuity.
• A month-by-month planning guide helps organize teaching across grade levels.
• The lessons in action video clips are ideal for group analysis.
• Dynamic Internet and consulting services support professional learning communities.

Based on a Scientifically Proven Program
The Early Intervention in Reading (EIR) program, developed by Barbara Taylor of the University of Minnesota, provides an in-class alternative to traditional pull-out remedial reading programs. It consists of supplemental instruction provided by the first-grade classroom teacher rather than by other personnel. The program has been tested in several locales and has proven that teachers can intervene to support struggling readers.

Sample: Introduction and Chapter 1: What Does Effective Reading Instruction for Kindergartners Look Like?

Sample: Chapter 3: The Weekly Lesson Routine

Catching Schools

Catching Schools: An Action Guide to Schoolwide Reading Improvement

Based on her work over the last decade with more than 100 schools and visits to more than 5000 classrooms, Barbara Taylor shares her School Change in Reading (SCR) reform model in Catching Schools. At the heart of the reform model is the belief that student learning improves when teachers are supported with research-based, effective reading instruction and are given a way to work alongside one another to hone their teaching abilities. The end result: a collaborative school community, motivated teachers, and students who are successful, engaged readers.

Taylor’s action points to schoolwide reading improvement include:

research-proven practices for teaching reading

a model to put these practices into action for schoolwide reform in reading

assessment practices to inform teaching

collaborative meeting strategies and professional learning activities; including 100+ reproducibles for teachers and administrators.

PLUS! Video clips show lessons, coaching techniques, and staff discussions in action.

Catching Schools provides processes around which other reforms can be carved. Improve student achievement and teacher effectiveness as you build a strong school community. With Catching Schools you'll be sure to catch your school before it falls behind.

Sample: Intro and Ch. 1: A Good Beginning to School Reform? Schoolwide Reading Improvement

Sample: Ch. 5: The People Factor, Launching the Meetings and Collaboration

Catching Schools: An Action Guide to Schoolwide Reading Improvement

Based on her work over the last decade with more than 100 schools and visits to more than 5000 classrooms, Barbara Taylor shares her School Change in Reading (SCR) reform model in Catching Schools. At the heart of the reform model is the belief that student learning improves when teachers are supported with research-based, effective reading instruction and are given a way to work alongside one another to hone their teaching abilities. The end result: a collaborative school community, motivated teachers, and students who are successful, engaged readers.

Taylor’s action points to schoolwide reading improvement include:

research-proven practices for teaching reading

a model to put these practices into action for schoolwide reform in reading

assessment practices to inform teaching

collaborative meeting strategies and professional learning activities; including 100+ reproducibles for teachers and administrators.

PLUS! Video clips show lessons, coaching techniques, and staff discussions in action.

Catching Schools provides processes around which other reforms can be carved. Improve student achievement and teacher effectiveness as you build a strong school community. With Catching Schools you'll be sure to catch your school before it falls behind.

Sample: Intro and Ch. 1: A Good Beginning to School Reform? Schoolwide Reading Improvement

Sample: Ch. 5: The People Factor, Launching the Meetings and Collaboration

Catching Schools: An Action Guide to Schoolwide Reading Improvement

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."

—Kelly Cartwright

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.

Read a sample chapter from this book

Word Callers, Intervention Guide, pp. 58-59

Catching Schools: An Action Guide to Schoolwide Reading Improvement

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."

—Kelly Cartwright

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.

Read a sample chapter from this book

Word Callers, Intervention Guide, pp. 58-59