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RTI for Reading at the Secondary Level ─ Recommended Literacy Practices and Remaining Questions

RTI for Reading at the Secondary Level ─ Recommended Literacy Practices and Remaining Questions

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Noting that using response to intervention (RTI) at the secondary level is quite different from the elementary level, Reed (educational psychology and special services, U. of Texas at El Paso) et al. show teachers how to implement RTI in middle and high school contexts to teach reading comprehension, vocabulary, and other aspects of literacy across content areas. They provide answers to common questions about RTI implementation, explaining why it is needed, what it is and includes, how it is different, how it intersects with special education, and its benefits, and Tier 1 instruction, including practices to support literacy, selecting materials and using screening assessments, professional development, creating a school environment conducive to learning, and establishing a team to oversee RTI. They then address establishing interventions, including determining which students need them, methods for scheduling courses, how RTI differs from study skills classes, appropriate group sizes, using assessment data to place students in tiers, methods to diagnose specific needs and monitor progress, and selecting an intervention teacher. The book includes 26 reproducible tools for planning, assessment, progress monitoring, and multi-tiered instruction. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)

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Deborah K. Reed, PhD, is Assistant Professor in the Department of Educational Psychology and Special Services at the University of Texas at El Paso. She is a former middle and high school teacher who developed the Texas Adolescent Literacy Academies based on multi-tiered reading instruction and intervention. She is a recipient of the Outstanding Researcher of the Year award from the Council for Learning Disabilities.

Jade Wexler, PhD, is Assistant Professor in the Department of Special Education at the University of Maryland. A former high school special education reading teacher, she has served on the editorial board of Learning Disability Quarterly and is a recipient of the Albert J. Harris award from the International Reading Association.
Sharon Vaughn, PhD, is H. E. Hartfelder/Southland Corporation Regents Chair of Human Development and Executive Director of the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Her numerous awards include, most recently, the Jeannette E. Fleischner Award for Outstanding Contributions to the Field of Learning Disabilities, awarded by the Division for Learning Disabilities of the Council for Exceptional Children.

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定價:100 2025
無庫存,下單後進貨
(到貨天數約30-45天)

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