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Using RTI to Teach Literacy to Diverse Learners, K-8
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Using RTI to Teach Literacy to Diverse Learners, K-8
Strategies for the Inclusive Classroom



November 2012 | 152 pages | Corwin
Designed for practicing and preservice teachers and focused on strengthening literacy in both primary and secondary inclusion classrooms, this book emphasizes programming for generalization and maintenance of reading and writing skills.

Sheila Alber-Morgan presents empirically validated practices for teaching language arts such as guided notes, response cards, peer-mediated instruction, self-monitoring, direct instruction, curriculum-based measurement, and response to intervention. Readers will also find motivating activities for integrating language arts for enrichment or remediation.

Using RTI to Teach Literacy to Diverse Learners, K-8 is an ideal working tool that allows teachers to read about and immediately implement the author's instructional procedures for reading and writing in their own classrooms.

 
Acknowledgments
 
About the Author
 
1. Overview
Universal Design and Response to Intervention  
Diverse Learners and Inclusive Classrooms  
NCLB and Evidence-Based Practices  
Special Education Law  
RTI and Assessment  
Curriculum-Based Measurement  
RTI and Literacy Instruction  
Explicit Instruction and Active Student Responding  
Peer-Mediated Instruction  
Integrating Language Arts  
Programming for Generalization  
Collaborative Teaching  
Summary  
 
2. Assessing for Intervention in Reading
RTI and CBM reading  
CBM Reading Methods  
Oral Reading Fluency  
CBM Maze  
CBM Early Reading  
Vocabulary Matching  
Miscue Analysis and Comprehension Checks  
Authentic Assessment  
Summary  
Maya  
 
3. Implementing Multi-Tiered Reading Instruction
Evidence-Based Practices  
Reading Instruction: Tier 1  
Reading Instruction: Tiers 2 & 3  
Phonemic Awareness: Tier 1  
Phonemic Awareness: Tiers 2 & 3  
Alphabetics: Tier 1  
Alphabetics: Tiers 2 & 3  
Fluency: Tier 1  
Fluency: Tiers 2 & 3  
Vocabulary: Tier 1  
Vocabulary: Tiers 2 & 3  
Comprehension: Tier 1  
Comprehension: Tiers 2 & 3  
Summary  
Alexei  
 
4. Assessing for Intervention in Writing
RTI and Writing Assessment  
CBM Writing Measures  
Managing CBM Writing  
Writing Rubrics  
Portfolios  
Summary  
Dylan  
 
5. Implementing Multi-Tiered Writing Instruction
Evidence-Based Practices  
Handwriting Instruction: Tier 1  
Handwriting Instruction: Tiers 2 & 3  
Keyboarding Instruction  
Spelling Instruction: Tier 1  
Spelling Instruction: Tiers 2 & 3  
Writing Process: Tier 1  
Writing Process: Tiers 2 & 3  
Computer Technology for Writing: Tier 1  
Computer Technology for Writing: Tiers 2 & 3  
Summary  
Carmen  
 
6. Using Thematic Units to Integrate the Language Arts
Creating Thematic Units for Multi-Tiered Instruction  
Selecting a Theme  
Identifying and Obtaining Resources and Materials  
Identifying Language Arts Skills  
Planning Multi-Tiered Instruction  
Summary  
 
7. Programming for Generalization of Literacy Skills
Selecting Representative Teaching Examples  
Making the Classroom Resemble Generalization Settings  
Providing Students with a Means to Access Reinforcement  
Arranging Ways to Transfer Skills to Different Settings  
Training Students to Transfer Skills  
 
8. Closing the Research to Practice Gap
 
References
 
Index

"The author makes a significant contribution to establishing evidence-based and data-driven programs for diverse learners. The text provides a clear and comprehensive approach that can be used at all levels of teacher development, and serve as a primary text in teacher education courses. Alber-Morgan combines a thorough knowledge of progress monitoring using curriculum-based measurement (CBM) with summaries and illustrations of evidence-based practices in reading, writing, and learning subject matter content. The book is filled with useful references and many tables and figures that have practical application to daily practice."

Stanley L. Deno, Professor Emeritus
University of Minnesota

"Sheila Alber-Morgan has written an information-rich book that teachers will find clearly written, interesting, and remarkably helpful for assessing and implementing literacy interventions in inclusive classrooms."

Richard M. Kubina Jr., Associate Professor of Special Education
The Pennsylvania State University

"In a small volume, Sheila Alber-Morgan addresses RTI in a much more comprehensive way than other texts. The book provides critical features of RTI across reading, writing, handwriting, and spelling. Each area is supported by strategies for assessment and multi-tiered instruction grounded in basic principles of applied behavior analysis, UDL, generalization, and inclusion. It is packed with practical information for each tier and many references for greater elaboration."

Nancy L. Cooke, Associate Professor of Special Education
University of North Carolina at Charlotte

"By placing scientifically based assessment and instruction into the RTI context, the author offers readers an opportunity to select practices in accordance with student needs, their responsiveness to instruction, and existing federal and state mandates. The text comes with easy-to understand graphics, practical applications, and numerous instructional resources. This book can be used with preservice and inservice teachers and as a primary text in teacher education courses. The assessment and instructional strategies provided have strong empirical support that meets educators’ needs now and in years to come."

Larry Maheady, Professor of Curriculum and Instruction
State University of New York, Fredonia

"Alber-Morgan clearly and concisely articulates the theoretical and empirical bases of RTI—an important and worthy achievement. For the classroom teacher, her book provides numerous assessment and instructional strategies for turning the great promise of RTI into reality for students. The book outlines five powerful strategies for increasing the likelihood that students will remember and later use the literacy skills they have learned. Each strategy for programming generalization is then fleshed out with specific examples at the tactical level."

William L. Heward, Professor Emeritus
The Ohio State University

Another professor taught this class during the fall term. Since I will be teaching it during the Fall 2012 term, I am still considering changing to this text.

Dr Nancy Burton
Education Dept, Concord University
January 13, 2012

Sample Materials & Chapters

Chapter 1: Overview


Preview this book

Sheila Alber-Morgan

Sheila Alber-Morgan has been an associate professor of special education at The Ohio State University since 2005. She was also a faculty member at The University of Southern Mississippi for eight years. After teaching for several years in inclusive classrooms in both urban and rural South Carolina, Dr. Alber-Morgan began doctoral training at The Ohio State University and earned her Ph.D. in 1997. For the past 15 years, Dr. Alber-Morgan’s research has focused on examining the effects of various literacy interventions on the learning outcomes of elementary and secondary students with and without disabilities. Additionally, her research... More About Author

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ISBN: 9781412969529
$31.95 

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