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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



April 2010 | 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
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

Sample Materials & Chapters

Chapter 1: Overview


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ISBN: 9781412969529
$32.95

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