Evidence-Based Instruction in Reading A Professional Development Guide to Response to Intervention

by Wisniewski, Robin V.; Padak, Nancy D.; Rasinski, Timothy V.

• ISBN13: 9780137022557
• ISBN10: 0137022557
• Edition: 1st
• Format: Paperback
• Copyright: 2010-12-01
• Publisher: Pearson

Summary

Learn to teach students with special needs the literacy principles and skills to increase their strategic thinking in reading and writing #xA0; #xA0; Literacy experts, Robin Wisniewski, Nancy Padak, and Timothy Rasinski, explore the major components essential to creating an effective literacy program and present teachers with friendly tips and strategies to implement at their own school as it relates to providing more attention and monitoring to students with special needs. This book addresses the organizational framework for making instructional decisions for students who have special needs in reading. In particular, it focuses on identifying effective elements of instruction and offering suggestions for instructional modifications in the general classroom. #xA0;

Author Biography

Dr. Robin Wisniewski is an Assistant Professor of Education at Baldwin-Wallace College where she directs the Leadership in Higher Education graduate program. As a licensed psychologist and nationally certified school psychologist, her major interests, specialties, and teaching areas are in the psychology of learning and leadership. She frequently works with teachers and school leaders, and has taught and lead over 100 courses and workshops in various areas such as standardized and authentic assessment, program evaluation and research, diversity and cultural responsiveness, identity development, counseling, K-12 and college literacy, educational intervention, and curriculum development. A graduate of Kent State University, Dr.

Wisniewski earned bachelor's degrees in business and psychology, graduate degrees in school psychology, and a Ph.D. in curriculum and instruction with a school psychology equivalency doctorate.

 

 

Dr. Timothy Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. He teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.

 

Dr. Nancy Padak is a Distinguished Professor of Education at Kent State University where she directs the Reading and Writing Center and teaches graduate courses in literacy education and recently received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and administrator in a large urban school district. She frequently works with teachers, has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher.  She currently edits the Journal of Literacy Research. Nancy . Nancy has three grown children, Katie, Mike and Matt. Her husband, Gary is Dean of Undergraduate Studies at Kent State. She enjoys reading, traveling, and spending time with family and friends.

 

 

           

Table of Contents

Series Introduction: Evidence-Based Instruction in Reading: A Professional Development Guide	p. IX
The National Reading Panel Report	p. x
Professional Development in Literacy	p. xiii
Using the Books	p. xiii
Overview of Book Content	p. xiv
Introduction: Response to Intervention	p. XVII
Learners with Special Needs: What Does the Research Tell Us?	p. 1
Who Are Learners with Special Needs?	p. 2
Why Is It Important to Focus on Learners with Special Needs?	p. 4
How Can I Help Learners with Special Needs Improve Their Reading?	p. 5
Professional Development Suggestions	p. 13
Assessing Learners with Special Needs	p. 17
Big Ideas	p. 18
Evaluate Your Current Assessment Practices	p. 23
Ideas for Assessment	p. 25
Informal Retelling Comprehension Assessment	p. 41
Progress Monitoring for All Students	p. 42
Plans for Change	p. 44
Professional Development Suggestions	p. 46
Instructional Strategies for Teaching Learners with Special Needs	p. 48
Guiding Principles for Instruction	p. 49
Professional Development Suggestions	p. 51
Instructional Planning: Some Guidelines	p. 53
Strategy Suggestions	p. 55
Adapting Instruction to Meet Students' Needs	p. 69
Professional Development Suggestions	p. 70
Beyond strategies	p. 74
English Language Learners as Students with Special Needs	p. 75
Reading Activities at Home	p. 78
Special Needs and Special Education	p. 84
Professional Development Suggestions	p. 86
Resources	p. 91
Websites	p. 92
Print Teacher Resources	p. 95
Book Club Ideas	p. 99
Phonemic Awareness and Phonics Resources	p. 102
Notes	p. 105
References	p. 116
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