Welcome to the ISA Professional Development Resource and Information Center
Participants who are currently enrolled may log in to access Book Study materials, ISA instructional resources, and archived recordings of webinars and workshops.
To log in, enter your email address as your username and the password that has been provided to you.
Visitors to the site who are not currently enrolled may click on any of the links below to find out more about the ISA and the ISA/RtI Professional Development Project, learn about related initiatives and research, and access our resources for parents.
Learn about the Interactive Strategies Approach (ISA)
What is the ISA?
The ISA is a comprehensive and responsive approach to early literacy instruction and intervention.
The ISA was developed over the course of three major longitudinal studies that focused on reducing the number of children who experienced serious reading difficulties in the primary grades. In the process of developing the approach we drew from research (our own and that of others) on early literacy development, the causes of literacy learning difficulties, observation and documentation of instruction in the primary grades, and approaches that were successful with children who experienced early literacy learning difficulties. We concluded that what teachers know and are able to do is an important determinant of children's early reading success. The focus of the ISA is on helping teachers to develop greater expertise related to the process of early literacy learning and development and to identify what children already understand about reading and writing processes so that they are able to plan and deliver instruction that will enable children to move forward.
Early Intervention for Reading Difficulties–Second Edition
We are in the process of updating the website to reflect changes related to the publication of the second edition of Early Intervention for Reading Difficulties.
What's new in the Second Edition (with editorial reviews)
Early Intervention for Reading Difficulties–First Edition
Subtitled "The Interactive Strategies Approach", this book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models.
About the First Edition
ISA Professional Development
Additional ISA Resources
- Lee, S. & Scanlon, D. M. (2015). The Effects of the Interactive Strategies Approach
on At-Risk Kindergaretners' Spelling. Reading and Writing: An Interdisciplinary Journal, 28, 313-346.
- Gelzheiser, L.M., Hallgren-Flynn, L., Connors, M. & Scanlon, D. (2014). Reading
thematically related texts to develop knowledge and comprehension. The Reading Teacher, 68(1), 53-63.
- Gelzheiser, L.M., Scanlon, D.M., Vellutino, F.R., Hallgren-Flynn, L. & Schatschneider,
C. (2011). Effects of the Interactive Strategies Approach-Extended: A responsive and comprehensive intervention for intermediate grade struggling readers. Elementary School Journal, 112 (2), 280-306.
- Scanlon, D. M. & Anderson, K. L. (2010). Using the Interactive Strategies Approach to Prevent Reading Difficulties in and RtI Context. In M. Lipson & K. Wixson (Eds.), Succecssful Approaches to RtI (pp. 20-65). Newark, DE: International Reading Association.
- Response to Intervention: An Overview. New Hope for Struggling Readers
- Reducing the Incidence of Early Reading Difficulties: Professional Development for Classroom Teachers vs. Direct Interventions for Children
- Response to Intervention as a Vehicle for Distinguishing between Reading Disabled and Non-Reading
Disabled Children: Evidence for the Role of Kindergarten and First Grade Intervention
- Reference List: ISA Research and Practitioner Readings
What Others are Saying about the ISA
Related Initiatives and Topics
Resources for Parents
Copyright: All resources and materials accessed via this site are protected by U.S. Copyright Law. Resources and materials are provided for use by ISA Professional Development enrollees only, for use in participating schools. Any other reproduction or use of materials, including emailing downloaded files to non-participants or copying/sharing of videos is strictly prohibited.