Evidence-Based Reading Practices for Response

In this must-read volume, some of the biggest names in reading research share what they know about Response to Intervention (RTI)-the key to helping struggling students before they have a chance to fall behind. More than 30 expert contributors reveal what the research says about the Three-Tier Approach: a core reading program for all students, supplementary instruction for children with early reading difficulties, and intensive intervention for children who still struggle. Readers will: learn to identify essential features of the most effective reading instruction, successfully manage implementation challenges, such as conducting RTI in urban schools and with culturally and linguistically diverse students, know which interventions have worked for which students, set a course for future research studies to fill gaps in our knowledge of evidence-based reading practices.

About the Editors	p. vii
About the Contributors	p. viii
Background and Overview of the Three-Tier Model
Overview of the Three-Tier Model of Reading Intervention	p. 3
Prevention and Early Identification of Students with Reading Disabilities	p. 11
The Role of Assessment in the Three-Tier Approach to Reading Instruction	p. 29
Primary Intervention
Classroom Reading Instruction and Teacher Knowledge in the Primary Grades	p. 45
Primary Intervention: A Means of Preventing Special Education?	p. 73
Secondary Intervention
An Implementation of a Tiered Intervention Model: Reading Outcomes and Neural Correlates	p. 107
Layers of Intervention that Affect Outcomes in Reading	p. 139
Tertiary Intervention
The Nature and Role of the Third Tier in a Prevention Model for Kindergarten Students	p. 161
Preventing Early Reading Difficulties through Intervention in Kindergarten and First Grade: A Variant of the Three-Tier Model	p. 185
Implementation of the Three-Tier Model
Considerations When Implementing Response to Intervention with Culturally and Linguistically Diverse Students	p. 223
Teacher Roles in Implementing Intervention	p. 245
Historical Perspectives and Current Trends in Problem Solving: The Minneapolis Story	p. 265
What Are the Issues in Response to Intervention Research?	p. 287
Appendix of General References	p. 303
Index	p. 315
Table of Contents provided by Ingram. All Rights Reserved.

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Evidence-Based Reading Practices for Response to Intervention

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Table of Contents

Supplemental Materials