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Practical intervention strategies for diverse learners who struggle with literacy!Covering both reading and writing, this book shows K'8 teachers how to build the literacy skills of diverse learners in inclusive classrooms. The author discusses instruction and assessment within a Response to Intervention (RTI) framework and how to provide targeted support to students who may require special attention. The book offers: Specific literacy intervention strategies for each tier in a 3-tier RTI framework Examples of assessments and graphic organizers Brief case studies illustrating how the strategies can be used with students A discussion on using thematic units to integrate reading and writing
Table of Contents
|About the Author|
|Universal Design and Response to Intervention|
|Diverse Learners and Inclusive Classrooms|
|NCLB and Evidence-Based Practices|
|Special Education Law|
|RTI and Assessment|
|RTI and Literacy Instruction|
|Explicit Instruction and Active Student Responding|
|Integrating Language Arts|
|Programming for Generalization|
|Assessing for Intervention in Reading|
|RTI and CBM reading|
|CBM Reading Methods|
|Oral Reading Fluency|
|CBM Early Reading|
|Miscue Analysis and Comprehension Checks|
|Implementing Multi-Tiered Reading Instruction|
|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|
|Assessing for Intervention in Writing|
|RTI and Writing Assessment|
|CBM Writing Measures|
|Managing CBM Writing|
|Implementing Multi-Tiered Writing Instruction|
|Handwriting Instruction: Tier 1|
|Handwriting Instruction: Tiers 2 & 3|
|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|
|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|
|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|
|Closing the Research to Practice Gap|
|Table of Contents provided by Ingram. All Rights Reserved.|