This accessible guide defines RTI and explains why and how it is considered a viable intervention model for adolescent readers. Drawn from real secondary school cases demonstrating tiered interventions, the text includes evidence-based strategies, discussion questions for each case study, and prompts that foster critical thinking and the application of chapter ideas.
"Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts.
H. W. E. F. I. H. E. F. E. I. I. A L = N E E L E L E A H IN E H E Karen R. Harris and Steve Graham, Series Editors RTI too READING AT THE SECONDARY LEVEL Recommended Literacy Practices and Remaining Guestions Deborah K. Reed, ...
Assessment Type Whom to Assess Universal screening Broad diagnostic assessments Supplemental diagnostic assessment Targeted diagnostic assessment Targeted diagnostic assessment Progress monitoring Ongoing informal formative assessment ...
Featuring real-world examples and instructional strategies for Grades 6–12, this research-based book provides the guidance secondary administrators need to implement RTI and improve student outcomes.
By focusing on quality instructional practices instead of measurement identification, you will learn how your school can truly capitalize on the promise of RTI in literacy."--Back cover.
This book offers an adaptable framework and practical tips to assist educational professionals charged with making this connection in their schools, districts, and classrooms for English language arts.
Accessible and teacher friendly, this book provides a blueprint for planning, delivering, and evaluating small-group interventions for struggling readers in PreK-2.
The Early Grade Reading Assessment (EGRA) measures students' progress towards reading. EGRA gauges early literacy skills through a 15-minute individual oral assessment of five fundamental reading skills. RTI worked with...
Coach and correct as needed to ensure that the students internalize material. ... Have the students read a simple picture book or well-known short story. 3. The student and specialist should read the story together. 4.
Stanovich, K. E. (1994). Romance and reality. The Reading Teacher, 47, 280–291. Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22–27. Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, ...