Using RTI to Teach Literacy to Diverse Learners, K–8: Strategies for the Inclusive Classroom


Sheila Alber-Morgan

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    Corwin gratefully acknowledges the contributions of the following individuals:

    • Emma Barnes, K–2 Literacy Facilitator
    • Hawk Ridge Elementary School
    • Charlotte, NC
    • John Celletti, Adjunct Professor and Behavior Specialist
    • University of Detroit Mercy and Lincoln Park School District
    • Detroit, MI
    • Jeanne Danneker, Professor of Special Education
    • Winona State University
    • Winona, MN
    • Stacey Ferguson, First-, Second-, and Third-Grade Teacher
    • North Bay Elementary School
    • Bay Saint Louis, MS
    • Mari Gates, Special Education Teacher/Fifth-Grade General Education Inclusion Teacher
    • Henry B. Burkland Intermediate School
    • Middleboro, MA
    • Cathy Hooper, Literacy Coordinator
    • Henderson Independent School District
    • Henderson, TX
    • Sharon Judge, Associate Dean
    • Graduate Studies and Assessment
    • University Norfolk
    • Norfolk, VA
    • Shelly Kelly, Literacy Teacher
    • Chief Joseph Elementary
    • Great Falls Public Schools
    • Great Falls, MT
    • Kay Kuenzl-Stenerson, Literacy Coach
    • Merrill Middle School
    • Oshkosh, WI
    • Laura Linde, K–5 Literacy Coach
    • Hoover Elementary
    • North Mankato, MN
    • Wanda Mangum, Language Arts Instructional Coach
    • Gwinnett County Public Schools, District Office
    • Suwanee, GA
    • Stephanie Malin, K–2 Literacy Coach
    • Nancy Ryles Elementary School
    • Beaverton, OR
    • Natalie Marston, Vice Principal
    • Charles County Public School
    • Crofton, MD
    • Ganna Maymind, First-Grade Teacher
    • Asher Holmes Elementary School
    • Morganville, NJ
    • Vicki Seeger, Literacy Coach
    • Elmont Elementary School
    • Indian Creek Elementary School
    • Rochester Elementary School
    • Topeka, KS

    About the Author

    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 PhD 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.


    For David

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