"This established text and teacher resource is now in a revised and updated third edition, with a broader focus on whole-class instruction as well as small-group and individualized intervention. The evidence-based Interactive Strategies Approach (ISA) provides a clear framework for supporting literacy development in grades K-3, particularly for students who experience reading difficulties. The book gives teachers the knowledge needed to more effectively use existing curricular materials to meet core instructional goals in the areas of phonemic awareness, phonics, word solving/word learning, vocabulary and language skills, and comprehension. Twenty-six reproducible forms can be copied from the book or downloaded and printed from the companion website. Of special value, the website also features approximately 200 pages of additional printable assessment tools and instructional resources. Prior edition title: Early Intervention for Reading Difficulties. Key Words/Subject Area: reading, teaching materials, beginning readers, elementary methods, resources for teachers, textbooks, struggling, difficulties, problems, primary grades, English language learners, emergent bilinguals, phonics, decoding, lessons, word learning Audience: Teachers of children ages 5-8 (grades K-3); literacy coaches; school administrators; teacher educators and graduate students"--

Grounded in a strong evidence base, this indispensable practitioner guide and text has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K?2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials. See also Comprehensive Reading Intervention in Grades 3?8, by Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors, which presents the Interactive Strategies Approach--Extended (ISA-X) for intermediate and middle grade struggling readers.

This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies approach is designed around essential instructional goals related both to learning to identify words and to comprehending text. Detailed guidance is provided on ways to target these goals with K–2 students at risk for reading difficulties. Assessment and instructional strategies for whole-class, small-group, and one-to-one settings are discussed in depth. Numerous reproducible forms for documenting student learning are included.

The effects of professional development on early reading skills: A comparison of two approaches to word solving.

Grounded in a strong evidence base, this indispensable text and practitioner guide has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K–2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials.

The purpose of this project is to create place-based curriculum for 9th grade geography. The objectives of this project are: 1. To make connections between Utah state standards in geography and students' experiences by incorporating cultural backgrounds, the landscape, and community partners into the place based curriculum. 2. To provide a working curriculum example for new and practicing teachers to implement using the new World Geography Standards (2017) set by the Utah State Board of Education.

This dissertation describes the synthesis and characterization of metal chalcogenide/PEDOT:PSS polymer composites as possible thermoelectric materials for thermal energy conversion; specifically, Te, Bi2Te3, Bi2S3, and Ag2Te. The inorganic materials have high Seebeck coefficients while the PEDOT:PSS has high electrical conductivity. This approach allows for optimization of electrical conductivity of the PEDOT while still maintaining the high Seebeck coefficient of the inorganic materials. XRD analysis confirms the crystallinity of the Te, Bi2S3, and Ag2Te synthesized in the presence of PEDOT:PSS. A detailed spectroscopy study revealed several key findings, which may explain the enhanced electrical conductivity seen in Te/PEDOT:PSS composites. XPS revealed loss of the insulating PSS during the purification process but no loss of the conducting PEDOT. XPS also showed the role the polymer plays as a passivating agent as there was minimal oxidation of the nanowires. UV-Vis/NIR and Raman spectroscopy indicated the remaining PEDOT segments on the polymer to be partially reduced with a benzoid-like conformation. Transport measurements showed ohmic and linear I/V curves at room temperature for all films. The temperature dependent electrical conductivity for all systems was measured from 80 - 300 K and Mott's VRH model was used to qualitatively determine the hopping mechanism. All systems are consistent with three dimensional VRH. The temperature dependent measurements also showed that these systems were all thermally activated.