UWSP Library resources
Creating Strategic Readers
Call Number: LB 1050 .E42 2005 (first floor Reserve Desk)
These teaching techniques show how to foster active, strategic reading by implementing the five components of reading instruction identified in the 2000 National Reading Panel report - phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Making Content Comprehensible for English Learners: The SIOP Model (4th Edition)
Call Number: PE 1128 .A2 E248 2012 (fourth floor)
In this new fourth edition, the authors explain the popular SIOP®(Sheltered Instruction Observation Protocol) Model and provide lesson plans and instructional activities to help teachers implement it in K-12 classrooms.
Phonics and Word Study for the Teacher of Reading
Call Number: LB 1573.3 .F69 2014 (fourth floor)
A self-paced, self-instruction program designed to help teachers independently develop a comprehensive background in phonics, syllable and accent patterns, onset-rime, the morphemes that contribute to word meaning, and phonological and phonemic awareness. Throughout the book, readers see how to connect the information they're studying with grade-specific learning expectations described in the Foundational Skills strand of the Common Core State Standards.
Self-Paced Phonics: A Text for Educators
Call Number: LB 1573.3 .B34 2013 (fourth floor)
A resource for pre-service and in-service teachers to get practical instruction that helps them develop a sound understanding of both the content and pedagogy of phonics.
Phonics, Phonemic Awareness, and Word Analysis for Teachers
Call Number: LB 1050.44 .W55 2012 (fourth floor)
This self-paced tutorial gives pre-service teachers practical information about phonemic awareness, phonics, and word analysis, and provides in-service teachers with a helpful approach to updating their knowledge, preparing for teacher certification, or studying for competency tests.
Teaching for Comprehending and Fluency
Call Number: LB 1573 .F645 2006 (fourth floor)
Teaching for Comprehending and Fluency describes appropriate expectations for comprehension, fluency, and vocabulary development. The authors will give you a firm understanding of your students' reading levels: where they are, where they should be, and what they need to do to get there.
Interventions That Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3
Call Number: LB 1525 .D655 2012
Literacy experts Linda J. Dorn and Carla Soffos guide teachers and administrators in implementing effective reading interventions for children in kindergarten through third grade. Based on the authors' Comprehensive Intervention Model (CIM), the authors present a portfolio of small group interventions for meeting the diverse needs of struggling readers.