Jumpstart RTI: Using RTI in Your Elementary School Right Now


Susan L. Hall

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    Publisher's Acknowledgments

    Corwin would like to thank the following individuals for their editorial insight:

    • Alice Hom, Principal
    • Yung Wing Elementary PS 124
    • New York City, New York
    • Barbara P. Misuraca, NBCT
    • Exceptional Needs Specialist
    • Detroit Public Schools
    • Detroit, Michigan
    • Kathy Tritz-Rhodes, Principal
    • Marcus-Meriden-Cleghorn Schools
    • Marcus and Cleghorn, Iowa

    About the Author

    Susan L. Hall, EdD, is a consultant specializing in teacher training and early reading. She is founder and president of an educational consulting and professional development company called 95 Percent Group, Inc. The company provides consulting and teacher training to districts and schools in response to intervention (RTI) in early reading. 95 Percent Group specializes in how to use early literacy screening data to place students in groups for tiers of intervention, as well as instructional strategies to address specific skill deficits. Susan is a nationally certified trainer of DIBELS and LETRS. She is author of I've DIBEL'd, Now What? and Implementing Response to Intervention: A Principal's Guide. She is coauthor with Louisa Moats of two books, Straight Talk About Reading and Parenting a Struggling Reader, as well as LETRS Module 7: Teaching Phonics, Word Study, and the Alphabetic Principle, Second Edition. Susan can be reached at shall@95percentgroup.com.

  • Bibliography

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    Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
    Bentum, K. E., & Aaron, P. G. (2003). Does reading instruction in learning disability resource rooms really work? A longitudinal study. Reading Psychology, 24 (3–4), 361–382. http://dx.doi.org/10.1080/02702710390227387
    Cushman, K. (2010, February). The strive of it: What conditions inspire teens to practice toward perfection?Educational Leadership, 67 (5), 50–55. Retrieved from http://www.ascd.org/publications/educational_leadership/feb10/vol67/num05/%C2%A3The_Strive_of_It%C2%A3.aspx
    Developmental Reading Assessment (
    ed.). (2005). Saddle River, NJ: Pearson Education. Available from http://www.pearsonschool.com
    Erwin, T. (2007, August 6). The five WHYS and HOWS for principals [PowerPoint]. In S.Hall & T.Erwin, Reading First: Districtwide! How? presentation at Just Read, Florida conference at Shoal Creek Conference Center, Orlando, FL.
    Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38 (2), 98–108. http://dx.doi.org/10.1177/00222194050380020101
    Gersten, R., & Dimino, J. A. (2006). RTI (response to intervention): Rethinking special education for students with reading difficulties (again). Reading Research Quarterly, 41 (1), 99–108. http://dx.doi.org/10.1598/RRQ.41.1.5
    Good, R., H., & Kaminski, R. A. (2002a). DIBELS oral reading fluency passages for first through third grades. Technical Report 10. Eugene: University of Oregon.
    Good, R. H., & Kaminski, R. A. (Eds.). (2002b). Dynamic indicators of basic early literacy skills (
    ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available from http://dibels.uoregon.edu
    Graves, M. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press.
    Hall, S. (2006). I've DIBEL'd, now what?Longmont, CO: Sopris West, Cambium Learning.
    Hall, S. (2008). Implementing response to intervention: A principal's guide. Thousand Oaks, CA: Corwin.
    Individuals with Disabilities Education Act of 2004, 20 U.S.C § 1400 et. seq.
    Kavale, K. (1990). Effectiveness of special education. In T. B.Gutkin & C. R.Reynolds (Eds.), Handbook of school psychology (
    ed.; pp. 868–898). New York: Wiley.
    Lyon, G. R., Fletcher, J. M., Shaywitz, B., Shaywitz, S., Torgesen, J., Wood, F., et al. (2001). Rethinking learning disabilities. In C. E.Finn Jr., A. J.Rotherham & C. R.Hokanson Jr., Rethinking special education for a new century (pp. 259–280). Washington, DC: Thomas B. Fordham Foundation/Progressive Policy Institute.
    Mesmer, E. M., & Mesmer, H. A. (2008–2009). Response to intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62 (4), 280–290.
    National Institute for Literacy. (2009). Developing early literacy: Report of the Early Literacy Panel. Washington, DC: Author.
    95 Percent Group Inc. (2005a). 95 Percent Group's basic phonological awareness continuum. Lincolnshire, IL: Author.
    95 Percent Group Inc. (2005b). 95 Percent Group's phonics continuum. Lincolnshire, IL: Author.
    95 Percent Group Inc. (2007a). Grouping form. Lincolnshire, IL: Author.
    95 Percent Group Inc. (2007b). Phonics screener for intervention. Lincolnshire, IL: Author.
    95 Percent Group Inc. (2007c). Phonological awareness screener for intervention. Lincolnshire, IL: Author.
    95 Percent Group Inc. (2007d). Sample school master schedule. Lincolnshire, IL: Author.
    95 Percent Group Inc. (2008). Blueprint for intervention: Routine cards and guide. Lincolnshire, IL: Author.
    95 Percent Group Inc. (2009). Blueprint for intervention: Phonological awareness. Lincolnshire, IL: Author.
    No Child Left Behind Act of 2001. 20 U.S.C. §6301 et seq. (2002).
    Stanovich, K. (2005). The future of a mistake: Will discrepancy measurement continue to make the learning disabilities field a pseudoscience?Learning Disability Quarterly, 28 (2), 103–106. http://dx.doi.org/10.2307/1593604
    University of Oregon Center on Teaching and Learning. (2002). Dynamic indicators of basic early literacy skills data system (
    ed.). Eugene, OR: Author. Available from https://dibels.uoregon.edu
    Vaughn, S., & Guchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research and Practice, 18 (3), 137–146. http://dx.doi.org/10.1111/1540-5826.00070
    Vellutino, F. R., Scanlong, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-discrepancy definition of reading disability. Journal of Learning Disabilities, 33 (3), 223–238. http://dx.doi.org/10.1177/002221940003300302
    Willingham, D. (2006/2007, Winter). The usefulness of brief instruction in reading comprehension strategies. American Educator, 30 (4).

    CORWIN: A SAGE Company

    The Corwin logo—a raven striding across an open book—represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK—12 education. By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.”

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