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What is included with this book?
| Acknowledgments | |
| About the Author | |
| 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 | |
| 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 | |
| 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 | |
| Assessing for Intervention in Writing | |
| RTI and Writing Assessment | |
| CBM Writing Measures | |
| Managing CBM Writing | |
| Writing Rubrics | |
| Portfolios | |
| Summary | |
| Dylan | |
| 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 | |
| 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 | |
| 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 | |
| References | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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