Effective Interventions for Struggling Readers—Vocabulary Professional Development Module

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This module is a 3.5 to 4-hour module designed to promote knowledge and understanding of the fourth essential component of reading: vocabulary. The purpose of this module is to help provide teachers with the knowledge and tools necessary to provide effective reading interventions for students who struggle with vocabulary.

Vocabulary Preparation Checklist (Word)

PowerPoint Presentation

Facilitators Guide (Word)

Tips for Customizing the Professional Development Module (Word)

Handouts (Word)

Handout 1–Dolch Sight Word List
Handout 2–Fry’s 300 Instant Sight Words
Handout 3–Keyword Strategy | Answer Sheet
Handout 4–Letter Strategy | Answer Sheet
Handout 5–Rhyming | Answer Sheet
Handout 6–Context Clues | Answer Sheet
Handout 7–Semantic Clues | Answer Sheet
Handout 8–CLOZE Activity | Answer Sheet
Handout 9–Root Words | Answer Sheet
Handout 10–Suffixes | Answer Sheet
Handout 11–Prefix Map
Handout 12–Semantic Webbing
Handout 13–Word Play—Idiom Charades | Answer Sheet
Handout 14–Word Origins
Handout 15–Resources


For additional information on this or other topics,
please contact The Access Center at accesscenter@air.org.
The Access Center: Improving Outcomes for All Students K-8
The Access Center is a cooperative agreement (H326K020003) funded by the U.S. Department of Education, Office of Special Education Programs, awarded to the American Institutes for Research 1000 Thomas Jefferson St. NW, Washington, DC 20007
Ph: 202-403-5000 | TTY: 877-334-3499 | Fax: 202-403-5001 |
e-mail: accesscenter@air.org website: www.k8accesscenter.org

This report was produced under U.S. Department of Education Cooperative Agreement H326K020003 with the American Institutes for Research. Jane Hauser served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.

 
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