I spent a good deal of last summer reading up on comprehension strategies and disabilities specific to reading. Some of those books I reviewed on a previous blog, which was again posted here. It seems appropriate that I should spend some of my Christmas break doing the same thing. After all, my technology classes are on hiatus and I need to blog about something, right? This book was lent to me by our school psychologist. The authors are Steven G. Feifer, D.Ed. and Douglas A. Della Toffalo, PH.D. Turns out, it covered some very interesting research.
That said, I've hesitated tackling it because first, it's written in scientific jargon, which just takes longer to plow through. And second, it seems like every chapter had some very intense information. Frankly, I was a little overwhelmed. So this is what I propose: a series of blogs covering each chapter. That's probably a better way for me to digest the thing.
So first, let's attack the title. RTI, for you uninitiated, stands for "response to intervention" and is the current, all popular catch phrase for working with high risk kids. In this case, of course, that includes any struggling reader you may have in your classroom. Remember, reading disabilities are especially insidious. Problems in reading affect every other area in school and most of life. So information on how to interrupt this cycle of reading failure is critical. Forgive my bias. I am a reading teacher, of course.
Each chapter systematically covers specific aspects of reading instruction. First is a general discussion of Cognitive Neuropsychology. The second covers RTI. Chapter three concentrates on phonological processing. Four, orthographic processing. Chapter 5 looks at dyslexia (which I'm coming to suspect is far more common than we would like to believe). Chapter 6 ties everything to comprehension. Chapters 7 through 9 then discuss cases and application.
As a teacher, of course, application is the key. I hope that by reviewing each chapter individually I can ponder possible application of said materials. So, patience, dear readers, and I think we'll discuss some interesting stuff. The book was first published in 2007. But it takes a while to move from research into the classroom. A cursory review, which I did last month, excited me.
I hope you find it exciting, too.
That said, I've hesitated tackling it because first, it's written in scientific jargon, which just takes longer to plow through. And second, it seems like every chapter had some very intense information. Frankly, I was a little overwhelmed. So this is what I propose: a series of blogs covering each chapter. That's probably a better way for me to digest the thing.
So first, let's attack the title. RTI, for you uninitiated, stands for "response to intervention" and is the current, all popular catch phrase for working with high risk kids. In this case, of course, that includes any struggling reader you may have in your classroom. Remember, reading disabilities are especially insidious. Problems in reading affect every other area in school and most of life. So information on how to interrupt this cycle of reading failure is critical. Forgive my bias. I am a reading teacher, of course.
Each chapter systematically covers specific aspects of reading instruction. First is a general discussion of Cognitive Neuropsychology. The second covers RTI. Chapter three concentrates on phonological processing. Four, orthographic processing. Chapter 5 looks at dyslexia (which I'm coming to suspect is far more common than we would like to believe). Chapter 6 ties everything to comprehension. Chapters 7 through 9 then discuss cases and application.
As a teacher, of course, application is the key. I hope that by reviewing each chapter individually I can ponder possible application of said materials. So, patience, dear readers, and I think we'll discuss some interesting stuff. The book was first published in 2007. But it takes a while to move from research into the classroom. A cursory review, which I did last month, excited me.
I hope you find it exciting, too.
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