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

Strategies for the Inclusive Classroom

By: Sheila Alber-Morgan

Covering reading and writing, this book provides specific interventions for tiers 1, 2, and 3 within a multi-tier RTI framework so diverse learners can experience successful literacy.

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Product Details

Grade Level: PreK-12, Elementary, Secondary
ISBN: 9781412969529
Published By: Corwin
Year: 2010
Page Count: 152
Publication date: November 02, 2012

Price: $39.95

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Description

"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.

Key features

Readers will find:

Steps and procedures for designing and implementing assessment and instruction in the language arts curriculum
Suggestions for generalizing the recommended strategies to their own unique classrooms
Assessment tools, including types of progress monitoring/data collection forms
Teaching templates such as graphic organizers and peer editing worksheets

Author(s)

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 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.

Table of Contents

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

Reviews

"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

Other Titles in: Teaching Strategies for Diverse Students | RTI | Literacy, K-12

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.