New!
Evidence-Based Reading Practices for Response to Intervention
Edited by Diane Haager, Ph.D., Janette Klingner, Ph.D., & Sharon Vaughn, Ph.D.



In this must-read volume, some of the biggest names in reading research share what they know about today's hottest topic in education—Response to Intervention (RTI), the key to helping struggling students before they fall behind. More than 30 expert contributors reveal what the latest research says about RTI's Three-Tier Aproach: the core reading program for all students, supplementary instruction for children with early reading difficulties, and intensive intervention for children who still struggle.

Educators will

• pinpoint essential features of effective reading instruction
  
  
• manage implementation challenges
  
  
• clarify the settings and populations for which the interventions have worked
  
  
• set a course for future research studies that fill gaps in knowledge of RTI

The first and only comprehensive research synthesis on RTI, this book lays the groundwork for implementation of scientifically validated reading programs that reduce overidentification of students in special education and provide the best and earliest help to students who struggle. A necessary addition to the library of every present and future education professional.

ORDERING INFO
ISBN 978-155766828-8
Paperback
6 x 9
352 pages  
2007
$34.95
Stock# 68288

I: Background and Overview of the Three-Tier Model

1. Overview of the Three-Tier Model of Reading Intervention
Sharon Vaughn and Janette Klingner

2. Prevention and Early Identification of Students with Reading Disabilities: A Research Review of the Three-Tier Model
Sharaon Vaughn, Jeanne Wanzek, Althea L. Woodruff, and Sylvia Linan-Thompson

3. The Role of Assessment in the Three-Tier Approach to Reading Instruction
Lynn S. Fuchs and Douglas Fuchs

II: Primary Intervention

4. Classroom Reading Instruction and Teacher Knowledge in the Primary Grades
Barbara R. Foorman, Coleen D. Carlson, Kristi L. Santi

5. Primary Intervention: A Means of Preventing Special Education?
Charles R. Greenwood, Debra Kamps, Barbara Terry, and Deborah Linebarger

III: Secondary Intervention

6. An Implementation of a Tiered Intervention Model: Reading Outcomes and Neural Correlates
Carolyn A. Denton, Jack M. Fletcher, Panagiotis G. Simos, Andrew C. Papanicolaou, and Jason L. Anthony

7. Layers of Intervention that Affect Outcomes in Reading
Rollanda E. O’Connor

IV: Tertiary Intervention

8. The Nature and Role of the Third Tier in a Prevention Model for Kindergarten Students
Beth A. Harn, Edward J. Kame’enui, and Deborah C. Simmons

9. 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, and Joan Sweeney

V: Implementation of the Three-Tier Model

10. Considerations When Implementing Response to Intervention with Culturally and Linguistically Diverse Students
Janette Klingner, Audrey McCray Sorrells, and Manuel Barrera

11. Teacher Rules in Implementing Intervention
Diane Haager and Jennifer Mahdavi

12. Historical Perspectives and Current Trends in Problem Solving: The Minneapolis Story
Doug Marston, Amy Reschly, Matthew Lau, Andrea Canter, and Paul Muyskens

13. What Are the Issues in Response to Intervention Research?
Deborah L. Speece and Caroline Y. Walker

Appendix of General References
Index