Evidence-Based Instruction in Reading: A Professional Development Guide to Response to Intervention

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Overview

Incorporate a multi-tiered approach to literacy instruction and increase your students strategic thinking in reading and writing!

Literacy experts, Robin Wisniewski, Nancy Padak, and Timothy Rasinski, explore the major components essential to creating an effective literacy program that supports all students. The authors present teachers with friendly tips and research-based strategies for implementing a Response to Intervention framework in their own schools and provide guidance on how to make instructional decisions for students who have fallen behind in reading. In particular, the authors focus on identifying effective elements of instruction and offer suggestions for instructional modifications in the classroom.

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Editorial Reviews

From the Publisher

I would recommend this book for my Teachers as Readers seminar.

A literal treasure trove of excellent suggestions for parents.

Kristen Steis, Reading Specialist, Cedar Forest Elementary School, Fredericksburg, VA

I would recommend this book to new in-service teachers who have had no training in Tier 2 instruction; this text would be a help, giving the classroom teacher direction in how to implement the Tier 2 instruction.

Nancy Irene Daniels, Reading Specialist, Helman Elementary School, Ashland, OR

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Product Details

Meet the Author

Dr. Robin Wisniewski is an Assistant Professor of Education at Baldwin-Wallace College where she directs the Leadership in Higher Education graduate program. As a licensed psychologist and nationally certified school psychologist, her major interests, specialties, and teaching areas are in the psychology of learning and leadership. She frequently works with teachers and school leaders, and has taught and lead over 100 courses and workshops in various areas such as standardized and authentic assessment, program evaluation and research, diversity and cultural responsiveness, identity development, counseling, K-12 and college literacy, educational intervention, and curriculum development. A graduate of Kent State University, Dr.

Wisniewski earned bachelor's degrees in business and psychology, graduate degrees in school psychology, and a Ph.D. in curriculum and instruction with a school psychology equivalency doctorate.

Dr. Timothy Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. He teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.

Dr. Nancy Padak is a Distinguished Professor of Education at Kent State University where she directs the Reading and Writing Center and teaches graduate courses in literacy education and recently received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and administrator in a large urban school district. She frequently works with teachers, has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher. She currently edits the Journal of Literacy Research. Nancy . Nancy has three grown children, Katie, Mike and Matt. Her husband, Gary is Dean of Undergraduate Studies at Kent State. She enjoys reading, traveling, and spending time with family and friends.

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Table of Contents

SERIES INTRODUCTION: EVIDENCE-BASED INSTRUCTION IN READING: A PROFESSIONAL DEVELOPMENT GUIDE

The National Reading Panel Report

Professional Development in Literacy

Using the Books

Overview of Book Content

INTRODUCTION: RESPONSE TO INTERVENTION

CHAPTER 1: LEARNERS WITH SPECIAL NEEDS: WHAT DOES THE RESEARCH TELL US?

Who Are Students with Special Needs?

Why is it Important to Focus on Students with Special Needs?

How Can I Help Learners with Special Needs Improve Their Reading?

Professional Development Suggestions

CHAPTER 2: ASSESSING LEARNERS WITH SPECIAL NEEDS

Big Ideas

Evaluate Your Current Assessment Practices

Ideas for Assessment

Progress Monitoring for All Students

Plans for Change

Professional Development Suggestions

CHAPTER 3: INSTRUCTIONAL STRATEGIES FOR TEACHING LEARNERS WITH SPECIAL NEEDS

Guiding Principles for Instruction

Professional Development Suggestion

Instructional Planning: Some Guidelines

Strategy Suggestions

Adapting Instruction to Meet Students’ Needs

Professional Development Suggestions

CHAPTER 4: BEYOND STRATEGIES

English Language Learners as Students with Special Needs

Reading Activities at Home

Special Needs and Special Education

Professional Development Suggestions

CHAPTER 5: RESOURCES

Websites

Print Teacher Resources

APPENDIX A

Book Club Ideas

APPENDIX B

Phonemic Awareness and Phonics Resources

APPENDIX C

Notes

REFERENCES

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