Teaching Reading to Students Who Are At Risk or Have Disabilities A Multi-Tier, RTI Approach,Enhanced Pearson eText -- Access Card

Teaching Reading to Students Who Are at Risk or Have Disabilities describes in a clear, step-by-step fashion how you can take a systematic, explicit and success-oriented approach to teaching struggling readers in today's accountability-driven schools.

For courses in Reading in Special Education; Reading Assessment and Remediation for Students At-Risk; and Special Education Methods courses for those with mild to moderate disabilities

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Bill Bursuck is currently a Professor at the University of North Carolina at Greensboro. Dr. Bursuck has been interested in reading instruction ever since teaching reading as an inner-city elementary school teacher in Buffalo New York. In search of better answers to the literacy puzzle, Dr. Bursuck first pursued a Master’s degree in special education from the University of Vermont, and then further training as a Ph.D. student at the University of Illinois at Urbana-Champaign. Since that time he has been involved in preparing special and general education teachers to employ the systematic and explicit instruction needed to effectively teach students who are at-risk or have disabilities to read. Dr. Bursuck has been the principal Investigator for millions of dollars in federal grants, including Project PRIDE, the model-demonstration research grant that provided the basis for the multi-tier practices in this text. He has published numerous research articles and is the co-author of a best-selling textbook on inclusive practices with Dr. Marilyn Friend.

Mary Damer is currently coordinating a multi-tiered reading project in seven Ohio special education charter schools through Multi-Tier LLC, a consulting company she co-founded that works with school districts to increase reading achievement through an intensive, prevention-based, multi-tiered model... A former visiting professor at The Ohio State University, Mary also has past experience as a principal and behavior consultant which led to her keen interest in preventing reading problems. Mary observed that a large proportion of students referred for behavior problems could not read near grade level and eventually documented the role that inadequate reading skills played in the book she co-authored, Managing Unmanageable Students: Practical Solutions for Administrators. Her desire to reduce disruptive behavior in schools by increasing the numbers of students who could read at grade level eventually influenced her to take the role of field director for Project Pride, a federally funded early literacy model demonstration program.

Chapter 1        An Introduction to Systematic, Explicit Reading Instruction

Chapter 2        Phonemic Awareness

Chapter 3        Beginning Reading/Early Decoding

Chapter 4        Advanced Word Reading

Chapter 5        Reading Fluency

Chapter 6        Vocabulary Instruction

Chapter 7        Comprehension

Appendix A      Early Reading Assessment Batteries Used for Screening

Appendix B      DIBELS Benchmarks

Appendix C      Consonant Blends, Consonant Digraphs, and Diphthongs

Appendix D      Beginning Phonics Diagnostic Assessment

Appendix E      Lesson Plan for Beginning Reader

Appendix F      Advanced Word-Reading Diagnostic Assessment

Appendix G     Diagnostic Spelling Assessment for Advanced Readers 

Appendix H     Lesson Plan for an Advanced Word Reader

Appendix I      Tests of Vocabulary     

Glossary

Name Index

Subject Index

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