Using RTI to Teach Literacy to Diverse Learners, K-8

Strategies for the Inclusive Classroom

Häftad, Engelska, 2010

592 kr

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Beskrivning

"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 and is packed with practical information for each tier."
—Nancy L. Cooke, Associate Professor of Special Education
University of North Carolina at Charlotte

"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."
—William L. Heward, Professor Emeritus
The Ohio State University

Practical intervention strategies for diverse learners who struggle with literacy!

Literacy is a critical foundational skill for success in school and throughout adulthood. Covering both reading and writing instruction, this book shows K–8 teachers how to build the literacy skills of diverse learners, including those with disabilities and those from culturally and linguistically diverse backgrounds, in inclusive classrooms.

Sheila Alber-Morgan discusses instruction and assessment within a Response to Intervention (RTI) framework and demonstrates how to provide targeted support to students struggling with literacy or those who may require special attention to achieve success. Providing specific interventions for tiers 1, 2, and 3, this book offers:

Evidence-based practices such as guided note taking, the use of response cards, peer-mediated instruction, self monitoring, and direct instruction
Strategies for phonemic awareness, fluency, vocabulary, and comprehension
Methods for teaching handwriting, spelling, keyboarding, and the writing process
A discussion on using thematic units to integrate reading and writing

With sample assessments, graphic organizers, and brief case studies of students, this timely volume assists teachers and literary specialists in providing the support that diverse learners need to succeed.

Produktinformation

Utgivningsdatum:2010-06-08
Mått:215 x 279 x 8 mm
Vikt:420 g
Format:Häftad
Språk:Engelska
Antal sidor:152
Upplaga:1
Förlag:SAGE Publications
ISBN:9781412969529

Utforska kategorier

Specialundervisning inom Psykologi och pedagogik

Mer om författaren

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 incorporates strategies for programming for generalization and maintenance of academic and social skills. Almost all of Dr. Alber-Morgan’s research has been designed and implemented in collaboration with classroom teachers, and she has over 50 research and practitioner publications including peer reviewed journal articles, textbook ancillaries, and book chapters.

Recensioner i media

"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."

Innehållsförteckning

AcknowledgmentsAbout the Author1. OverviewUniversal Design and Response to InterventionDiverse Learners and Inclusive ClassroomsNCLB and Evidence-Based PracticesSpecial Education LawRTI and AssessmentCurriculum-Based MeasurementRTI and Literacy InstructionExplicit Instruction and Active Student RespondingPeer-Mediated InstructionIntegrating Language ArtsProgramming for GeneralizationCollaborative TeachingSummary2. Assessing for Intervention in ReadingRTI and CBM readingCBM Reading MethodsOral Reading FluencyCBM MazeCBM Early ReadingVocabulary MatchingMiscue Analysis and Comprehension ChecksAuthentic AssessmentSummaryMaya3. Implementing Multi-Tiered Reading InstructionEvidence-Based PracticesReading Instruction: Tier 1Reading Instruction: Tiers 2 & 3Phonemic Awareness: Tier 1Phonemic Awareness: Tiers 2 & 3Alphabetics: Tier 1Alphabetics: Tiers 2 & 3Fluency: Tier 1Fluency: Tiers 2 & 3Vocabulary: Tier 1Vocabulary: Tiers 2 & 3Comprehension: Tier 1Comprehension: Tiers 2 & 3SummaryAlexei4. Assessing for Intervention in WritingRTI and Writing AssessmentCBM Writing MeasuresManaging CBM WritingWriting RubricsPortfoliosSummaryDylan5. Implementing Multi-Tiered Writing InstructionEvidence-Based PracticesHandwriting Instruction: Tier 1Handwriting Instruction: Tiers 2 & 3Keyboarding InstructionSpelling Instruction: Tier 1Spelling Instruction: Tiers 2 & 3Writing Process: Tier 1Writing Process: Tiers 2 & 3Computer Technology for Writing: Tier 1Computer Technology for Writing: Tiers 2 & 3SummaryCarmen6. Using Thematic Units to Integrate the Language ArtsCreating Thematic Units for Multi-Tiered InstructionSelecting a ThemeIdentifying and Obtaining Resources and MaterialsIdentifying Language Arts SkillsPlanning Multi-Tiered InstructionSummary7. Programming for Generalization of Literacy SkillsSelecting Representative Teaching ExamplesMaking the Classroom Resemble Generalization SettingsProviding Students with a Means to Access ReinforcementArranging Ways to Transfer Skills to Different SettingsTraining Students to Transfer Skills8. Closing the Research to Practice GapReferencesIndex