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Marcia Invernizzi is an American professor, author, and researcher in the field of Reading Education. At the University of Virginia School of Education and Human Development (formerly the Curry School of Education), she teaches reading education. As founder of the Book Buddies program, she is known as a leader in early literacy intervention. [1]
Invernizzi graduated from Washington College in 1972 with a B.A. in English. She then taught English and reading in various schools in Virginia and Maryland. During that time, she earned her M.Ed. in reading education from the University of Virginia. In 1985 she earned her PhD in reading education, also from the University of Virginia.
Invernizzi became an assistant professor at the University of Virginia in 1985. She became an associate professor in 1993 and then a full professor in 2001. Invernizzi was awarded the Thomas G. Jewell professorship in 2002 and the Henderson professorship in 2004. [2]
Invernizzi is currently[ when? ] the Henderson Professor of Reading Education at the University of Virginia's School of Education and Human Development. She teaches in the department of Curriculum, Instruction, and Special Education. Invernizzi has been the director of the McGuffey Reading Center [3] since 1990. She is co-creator of the Phonological Awareness Literacy Screening (PALS) tool [4] used in the state of Virginia for assessing students' literacy skills.
At Washington College's annual George Washington's birthday convocation on February 25, 2011, Invernizzi was awarded an honorary degree, Doctor of Letters. [5]
In 2013, U.VA. Innovations named Invernizzi as their Innovator of the Year. [6] She is the first from the School of Education and Human Development to receive this honor.
Invernizzi co-created the Phonological Awareness Literacy Screening (PALS) tool. PALS is provided by the state of Virginia for their schools' use. This tool is designed to measure specific components of literacy (phonological awareness, alphabet knowledge, knowledge of letter sounds, spelling, concept of word, word recognition in isolation, and oral passage reading) to identify struggling readers in order to provide interventions as early as possible. While this tool is considered reliable, and having good construct, concurrent, and predictive validity, educators should consider data from a variety of sources when making high-stakes decisions. [7] The results may also be used in the Response to Intervention (RtI) process.
The Words Their Way series of instructional resources for literacy educators was co-authored by Donald R. Bear, Invernizzi, Shane Templeton, and Francine Johnston. The books provide screening tools to assess students' skills in various areas of literacy. It provides lessons teachers can use based on the assessment to specifically address areas of weakness and move students forward in the development. Companion websites, reproducibles, and materials on CD-ROM are useful resources for educators. Special attention to addressing the special needs of English language learners (ELL) are incorporated as well. Some of the books in the series are specifically designed for ELL students.
Book Buddies is a program for providing one-on-one reading interventions for struggling elementary school students. Recognizing the positive effects of individualized instruction and the fiscal limitations for schools to provide this, Dr. Invernizzi set out to devise a program that would benefit students without burdening the schools. [8] In the Book Buddies program, volunteers receive training and follow the lessons that are provided.
In Talking Tutoring, a four-part series of webcasts produced by WETA/Reading Rockets, a panel of experts including Invernizzi, Carole Prest, and Ann Hoover, discuss struggling readers, the need for tutors, various tutoring models and the effect of tutors on reading success. Inversizzi refers to the National Assessment of Educational Progress (NAEP) report indicating American students are in need of intervention. The panel discusses reading research, various models of tutoring from small group to one-on-one, tutoring training, and responds to audience questions. [9]
Selected publications (refereed)
Selected Publications (Invited):
Selected Book Chapters
| This section of a biography of a living person does not include any references or sources .(March 2019) |
Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and Great Britain in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
Phonics is a method for teaching people how to read and write an alphabetic language. It is done by demonstrating the relationship between the sounds of the spoken language (phonemes), and the letters or groups of letters (graphemes) or syllables of the written language. In English, this is also known as the alphabetic principle or the alphabetic code.
Tutoring is private academic support, usually provided by an expert teacher; someone with deep knowledge or defined expertise in a particular subject or set of subjects.
Reading Recovery is a short-term intervention approach designed for English speaking children aged five or six, who are the lowest achieving in literacy after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a Reading Recovery program. The intervention involves intensive one-to-one lessons for 30 minutes a day with a teacher trained in the Reading Recovery method, for between 12 and 20 weeks.
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued due to perspectives of a Reading Readiness model. This model assumes that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill. This approach often led to teaching sub-skills of reading in a decontextualized manner. This style of teaching made it difficult for children to master these early skills, and as a result, did not advance to more advanced literacy instruction and often continued to receive age-inappropriate instruction.
Phonological awareness is an individual's awareness of the phonological structure, or sound structure, of words. Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research.
The University of Virginia School of Education and Human Development is a public school of education in the United States in Charlottesville, Virginia. The School of Education and Human Development offers professional programs designed to prepare individuals for a variety of careers related to the practice of education. The current Dean of the School of Education and Human Development is Stephanie J. Rowley.
Synthetic phonics, also known as blended phonics or inductive phonics, is a method of teaching English reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.
Inventive spelling is the use of unconventional spellings of words.
In education, Response to Intervention is an approach to academic intervention used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to promote academic success through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed if they are failing.
High frequency sight words are commonly used words that young children are encouraged to memorize as a whole by sight, so that they can automatically recognize these words in print without having to use any strategies to decode. Sight words were introduced after whole language fell out of favor with the education establishment.
Management of dyslexia depends on a multiple of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.
The Center for Research, Evaluation and Awareness of Dyslexia is a university-based program at Pittsburg State University in Pittsburg, Kansas, United States. It was established in 1996 to develop strategies for the prevention and remediation of reading disabilities, search for strategies that will lead to the improvement of remedial processes, provide educators and parents with current and appropriate knowledge regarding reading/learning disabilities, provide interdisciplinary evaluations of readers of all ages, promote the concerns relevant to reading disabilities and educate the general public regarding issues pertaining to reading/learning disabilities.
Literacy in the United States was categorized by the National Center for Education Statistics into different literacy levels, with 92% of American adults having at least "Level 1" literacy in 2014. Nationally, over 20% of adult Americans have a literacy proficiency at or below Level 1. Adults in this range have difficulty using or understanding print materials. Those on the higher end of this category can perform simple tasks based on the information they read, but adults below Level 1 may only understand very basic vocabulary or be functionally illiterate. According to a 2020 report by the U.S. Department of Education, 54% of adults in the United States have English prose literacy below the 6th-grade level.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
Evidence-based education (EBE) is the principle that education practices should be based on the best available scientific evidence, rather than tradition, personal judgement, or other influences. Evidence-based education is related to evidence-based teaching, evidence-based learning, and school effectiveness research. For example, research has shown that spaced repetition "leads to more robust memory formation than massed training does, which involves short or no intervals".
Smart Way Reading and Spelling is a commercial brand of reading instruction methodology and materials that was developed in 2001 by Bright Sky Learning.
Elfrieda "Freddy" Hiebert is an educational researcher whose work examines literacy, learning, early childhood development, teacher development, writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms. Currently, she is the CEO and president of TextProject, Inc., an agency that is dedicated to bringing beginning and struggling readers to high levels of literacy through a variety of strategies and tools, particularly through using science and social studies texts, used for reading instruction.
A word sort is a developmental word study activity espoused by the Words Their Way curriculum as written by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston. The activity focuses students' attention on critical features of words, namely sound, pattern, and meaning.
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