Kathy Perez - 200+ Proven Strategies for Teaching Reading, Grades K-8: Support the Needs of Struggling Readers

Copyright 2017 by Solution Tree Press

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Solution Tree Press would like to thank the following reviewers:

Christy Banks

Reading Specialist

Liberty Elementary School

South Riding, Virginia

Jeanette Brosam

Instructional Coach

Franklin Middle School

Champaign, Illinois

Elaine Delgado

Reading/Dyslexia Interventionist

Jack C. Binion Elementary School

Richland Hills, Texas

Samantha Harris

Reading Recovery Teacher Leader

Alpine School District

American Fork, Utah

Patti James

Literacy Coach

Palm Bay Magnet High School

Melbourne, Florida

Tara Looney

Title I Reading Teacher

Concordia Elementary School

Concordia, Missouri

Natalie McAvoy

Reading Specialist/Interventionist/Coach

Tibbets Elementary School

Elkhorn, Wisconsin

Peggy Miller

Reading Interventionist

Timber Creek Elementary School

Raymore, Missouri

Cindi Rigsbee

Regional Education Facilitator

North Carolina Teacher of the Year 2009

Gravelly Hill Middle School

Efland, North Carolina

Melanie Sims

Literacy Coach

Highland Park Elementary School

Bloomington, Indiana

Frances W. Stewart

Literacy Coach, Department of Curriculum and Instruction

Monroe County Community School Corporation

Bloomington, Indiana

Kris Stewart

Literacy Coach/IB Coordinator

Childs Elementary School

Bloomington, Indiana

Visit go.SolutionTree.com/literacy to download the free reproducibles in this book.

Kathy Perez, EdD, an award-winning classroom teacher, administrator, and author, has worked with students from preschool to postcollege. Kathy is currently a professor of education at Saint Marys College of California, director of teaching leadership, and coordinator of professional development and outreach.

An education evangelist, Kathy is an acclaimed international educational consultant and motivational speaker specializing in instructional strategies and creative approaches to literacy, learning, and leadership development. She integrates state-of-the-art methods and research with passion and practical insights from her own classroom experiences.

Kathy has extensive teaching experience as a general educator, special educator, literacy coach, and curriculum and staff development coordinator. She has worked extensively with teachers, administrators, and parents throughout the United States, Canada, Europe, Qatar, the Caribbean, Africa, New Zealand, Brazil, Australia, Thailand, Colombia, Hong Kong, and Singapore. Her best-selling books include More Than 100 Brain-Friendly Tools and Strategies for Literacy Instruction, The Co-Teaching Book of Lists, and her latest book, The New Inclusion: Differentiated Strategies to Engage ALL Students.

To learn more about Kathy Perez and her work, visit http://drkathyperez.com and follow her on Twitter @DrKathyPerez.

To book Kathy Perez for professional development, contact

The purpose of this book is to provide practical, research-based techniques and interventions to help readers achieve success in literacyparticularly with struggling readers. Nothing motivates students to read like knowing how to read! In my many years of experience as a classroom teacher, literacy coach, and special education teacher, I have found that often teachers in general education classrooms dont feel prepared to teach students who need additional support. Struggling readers need more than whole-class instruction in discrete skills that dont transfer to real reading and life skills. Learning to read is critical to students academic success and has a tremendous impact on their social and emotional development and their achievements, yet little consideration is given to helping teachers learn how struggling students become proficient readers.

Reading specialists and literacy coaches assist classroom educators in many schools; however, classroom teachers still need to develop techniques to support those who struggle with the literacy process, especially with the implementation of Common Core State Standards. The standards represent a significant shift from previous standards, and there is a lack of specificity regarding implementation. The standards alone cant overcome the learning challenges many students face; teachers need practical intervention strategies they can integrate into any lesson to meet the unique needs of diverse learners. This book provides educators with a range of engaging and effective techniques to increase instructional impact for all students in the classroom.

Teachers need to learn how to design and implement effective literacy lessons that use brain-based research to maximize learning. Student engagement during literacy instruction has a profound impact on what students learn (Yoncheva, Wise, & McCandliss et al., 2015). The strategies in this book will support students individual learning styles and their cognitive and emotional needs and development.

This book is unique. It goes beyond individual teacher assistance and provides creative systems that work with a students literacy education to support the needs of readers. The strategies and routines featured in this book are flexible for small-group work and adaptable to whole-class or individualized intervention.

I hope to encourage and nourish the continuous growth of professional educators with this book. Teachers will have the tools to determine what works with struggling readers and all students. They can use that information to go beyond the specific strategies this book describes to create their own brain-based strategies for exceptional learners.

Literacy is the key to success in school and throughout life. When I started in the profession, I was told, All teachers are teachers of reading. This is a challenging assumption (Brozo & Simpson, 2007; Ivey & Fisher, 2006). During my career, I have broadened my thinking about literacy success to include reading, writing, speaking, listening, thinking, and communicatingall ways that humans learn. Teachers need to use strategies to engage learners in all literacy processes. This represents a significant conceptual shift from simply teaching reading.