"In a small volume, Sheila Alber-Morgan addresses RTI in a much more comprehensive way than other texts. The book provides critical features of RTI across reading, writing, handwriting, and spelling and is packed with practical information for each
"In a small volume, Sheila Alber-Morgan addresses RTI in a much more comprehensive way than other texts. The book provides critical features of RTI across reading, writing, handwriting, and spelling and is packed with practical information for eachHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Sheila Alber-Morgan has been an associate professor of special education at The Ohio State University since 2005. She was also a faculty member at The University of Southern Mississippi for eight years. After teaching for several years in inclusive classrooms in both urban and rural South Carolina, Dr. Alber-Morgan began doctoral training at The Ohio State University and earned her Ph.D. in 1997. For the past 15 years, Dr. Alber-Morgan's research has focused on examining the effects of various literacy interventions on the learning outcomes of elementary and secondary students with and without disabilities. Additionally, her research incorporates strategies for programming for generalization and maintenance of academic and social skills. Almost all of Dr. Alber-Morgan's research has been designed and implemented in collaboration with classroom teachers, and she has over 50 research and practitioner publications including peer reviewed journal articles, textbook ancillaries, and book chapters.
Inhaltsangabe
Acknowledgments About the Author 1. 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 2. 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 3. 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 4. Assessing for Intervention in Writing RTI and Writing Assessment CBM Writing Measures Managing CBM Writing Writing Rubrics Portfolios Summary Dylan 5. 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 6. 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 7. 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 8. Closing the Research to Practice Gap References Index
Acknowledgments About the Author 1. 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 2. 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 3. 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 4. Assessing for Intervention in Writing RTI and Writing Assessment CBM Writing Measures Managing CBM Writing Writing Rubrics Portfolios Summary Dylan 5. 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 6. 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 7. 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 8. Closing the Research to Practice Gap References Index
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