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	<title>A Professional Blog based on the book After Early </title>
	<link>http://afterearlyintervention.umwblogs.org</link>
	<description>Just another UMW Blogs weblog</description>
	<lastBuildDate>Mon, 13 Jul 2009 18:42:05 +0000</lastBuildDate>
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		<title>With a Little Help from my Friends</title>
		<description><![CDATA[In With a Little Help From My Friends: Peer Tutors and Struggling Fifth-Grade Readers the philosophy was that “optimum learning occurs in an environment of intrinsic purposeful engagement through supportive instructional methods.”    In this After-School Reading Club, the teacher modeled specific instructional strategies that the fifth grades would then use with younger [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/13/with-a-little-help-from-my-friends/</link>
			</item>
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		<title>Tailoring a Middle School Language Arts Class to Meet the Needs of Struggling Readers</title>
		<description><![CDATA[Tailoring a Middle School Language Arts Class to Meet the Needs of Struggling Readers was based around 9 struggling, unmotivated adolescents entering seventh grade.  After sixth grade, their teachers were extremely worried about their lack of progress and interest in school.  The school designed a special curriculum around these students in order for [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/09/tailoring-a-middle-school-language-arts-class-to-meet-the-needs-of-struggling-readers/</link>
			</item>
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		<title>Intervention Book Club</title>
		<description><![CDATA[“Our aim is to improve students’ ability to respond to literature and heighten students’ ownership or reading”
-Torry H. Montes and Kathyrn H. Au
As a reading teacher, who has had these same goals for your students? I know that I have!  We want them to respond to reading , discuss what they read and feel like [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/07/intervention-book-club/</link>
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		<title>Readers Theatre Succeeds Again!</title>
		<description><![CDATA[Over and over again, we’ve heard the praise sung for the glory of Readers Theatre.  Well, here it is again! This time authors Nancy L. Roser, Laura A. May, Miriam Martinez, Susan Keehn, Janis Harmon and Sharon O’Neal found great success using it with a bilingual, English and Spanish, fourth grade classroom.  These authors found [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/07/readers-theatre-succeeds-again/</link>
			</item>
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		<title>Language, Literacy and Identity</title>
		<description><![CDATA[In his article, The interaction of language, literacy, and identity in the lives of Latina/o students, Robert T. Jimenez examines the different identities held by “Latina/o” students and how this impacts an ability to acquire school-based literacy skills.  Additionally, he explores the way that different language and cultural identities associated with “Latina/o” students require various [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/07/language-literacy-and-identity/</link>
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		<title>Establishing Instructional Congruence Across Learning Settings: One Path to Success for Struggling Third-Grade Readers</title>
		<description><![CDATA[Establishing Instructional Congruence Across Learning Settings: One Path to Success for Struggling Third-Grade Readers gave a new take on guided reading.  It was similar to the chapter on higher-order thinking for all learners (which I posted earlier this week).  This chapter focused on the lack of exposure to grade-level concepts, vocabulary, and syntax [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/07/establishing-instructional-congruence-across-learning-settings-one-path-to-success-for-struggling-third-grade-readers/</link>
			</item>
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		<title>Research Processes</title>
		<description><![CDATA[Joyce Many described how teachers can support the development of their students&#8217; research skills in the article &#8220;Stories From the Classroom: Understanding and Scaffolding Children&#8217;s Research Processes.&#8221; She stated that there are different meanings of research, such as accumulating information, transferring information, or transforming information. What a student believes research means will affect what strategies [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/06/research-processes/</link>
			</item>
	<item>
		<title>Reading Guides</title>
		<description><![CDATA[In the article &#8220;Using Reading Guides with Struggling Readers in Grades 3 and Above,&#8221; Michael McKenna, Lisa Davis, and Susan Franks discussed how the use of reading guides can assist struggling readers in understanding informational texts. A reading guide can also be called a study guide and is a list of tasks and questions for [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/06/reading-guides/</link>
			</item>
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		<title>Constructing Curriculum for Differentiated Instruction</title>
		<description><![CDATA[This article touched on many different subjects&#8230;a group of teachers formed a Teachers&#8217; Learning Collaborative and met to discuss educational issues and trends and topics regarding their personal classroom instruction.  The main idea of this article is that in classrooms around our country, struggling readers are getting poorer and the strong readers are getting [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/05/constructing-curriculum-for-differentiated-instruction/</link>
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		<title>Fourth Grade Slump</title>
		<description><![CDATA[Wanda B. Hedrick, Janis M. Harmon, and Karen D. Wood address the &#8220;fourth grade slump&#8221; in the article &#8220;From Trade Books to Textbooks: Helping Bilingual Students Make the Transition.&#8221; This slump is often seen when students must transition to nonfiction texts from the primarily fiction texts they read in the earlier grades.
The authors discussed ways [...]]]></description>
		<link>http://afterearlyintervention.umwblogs.org/2009/07/05/fourth-grade-slump/</link>
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