Evidence-Based Reading Practices for Response to Intervention / Edition 1

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Overview

Comprehensive research synthesis of reponse to intervention that lays the groundwork for scientifically validated effective reading programs.
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Editorial Reviews

Professor, College of Education and Human Ecology, Ohio State University - Laura Justice
"A research-based, clearly-written, and comprehensively-focused examination of response to intervention in reading . . . has become a seminal reference for me as a researcher concerned with prevention of reading difficulties."
Associate Professor, Clarion University of Pennsylvania, Clarion, PA - Deborah Ellermeyer
"Outstanding . . . helps to bridge the gap between theory and practice. The suggested reading strategies are researched-based and perfect for addressing the needs of an increasingly diverse population of learners."
Special Education teacher, Taos, New Mexico - Martha Steger
"Served as a valuable resource when developing a Tier-II reading intervention program at my school. This book would be a welcome addition to the bookshelves of administrators, literacy coaches, and other professionals involved in implementing RTI."
Immediate Past President and current Board Member, New York Branch of the International Dyslexia Association - Eileen Marzola
"This extremely useful overview of Response to Intervention (RTI) models is an important resource for both administrators and teachers."
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Product Details

  • ISBN-13: 9781557668288
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 1/1/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 336
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.70 (d)

Meet the Author

Sharon Vaughn, Ph.D. is the H.E. Hartfelder/Southland Corporation Regent's Chair at The University of Texas. She is Director of the Texas Center for Reading and Language Arts and Editor-in-Chief of the Journal of Learning Disabilities. She has written numerous book and research essays about issues related to students with learning disabilities and their difficulties, with particular focus on interventions that improve reading and social outcomes.
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Table of Contents


About the Editors     vii
About the Contributors     viii
Background and Overview of the Three-Tier Model
Overview of the Three-Tier Model of Reading Intervention   Sharon Vaughn   Janette Klingner     3
Prevention and Early Identification of Students with Reading Disabilities   Sharon Vaughn   Jeanne Wanzek   Althea L. Woodruff   Sylvia Linan-Thompson     11
The Role of Assessment in the Three-Tier Approach to Reading Instruction   Lynn S. Fuchs   Douglas Fuchs     29
Primary Intervention
Classroom Reading Instruction and Teacher Knowledge in the Primary Grades   Barbara R. Foorman   Coleen D. Carlson   Kristi L. Santi     45
Primary Intervention: A Means of Preventing Special Education?   Charles R. Greenwood   Debra Kamps   Barbara J. Terry   Deborah L. Linebarger     73
Secondary Intervention
An Implementation of a Tiered Intervention Model: Reading Outcomes and Neural Correlates   Carolyn A. Denton   Jack M. Fletcher   Panagiotis G. Simos   Andrew C. Papanicolaou   Jason L. Anthony     107
Layers of Intervention that Affect Outcomes in Reading   Rollanda E. O'Connor     139
Tertiary Intervention
The Nature and Roleof the Third Tier in a Prevention Model for Kindergarten Students   Beth A. Ham   Edward J. Kame'enui   Deborah C. Simmons     161
Preventing Early Reading Difficulties through Intervention in Kindergarten and First Grade: A Variant of the Three-Tier Model   Frank R. Vellutino   Donna M. Scanlon   Sheila G. Small   Diane P. Fanuele   Joan M. Sweeney     185
Implementation of the Three-Tier Model
Considerations When Implementing Response to Intervention with Culturally and Linguistically Diverse Students   Janette Klingner   Audrey McCray Sorrells   Manuel T. Barrera     223
Teacher Roles in Implementing Intervention   Diane Haager   Jennifer Mahdavi     245
Historical Perspectives and Current Trends in Problem Solving: The Minneapolis Story   Douglas Marston   Amy L. Reschly   Matthew Y. Lau   Paul Muyskens   Andrea Canter     265
What Are the Issues in Response to Intervention Research?   Deborah L. Speece   Caroline Y. Walker     287
Appendix of General References     303
Index     315
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