“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 tier.”
—Nancy L. Cooke, Associate Professor of Special Education
University of North Carolina at Charlotte
“Alber-Morgan clearly and concisely articulates the theoretical and empirical bases of RTI—an important and worthy achievement. For the classroom teacher, her book provides numerous assessment and instructional strategies for turning the great promise of RTI into reality for students.”
—William L. Heward, Professor Emeritus
The Ohio State University
Practical intervention strategies for diverse learners who struggle with literacy!
Literacy is a critical foundational skill for success in school and throughout adulthood. Covering both reading and writing instruction, this book shows K–8 teachers how to build the literacy skills of diverse learners, including those with disabilities and those from culturally and linguistically diverse backgrounds, in inclusive classrooms.
Sheila Alber-Morgan discusses instruction and assessment within a Response to Intervention (RTI) framework and demonstrates how to provide targeted support to students struggling with literacy or those who may require special attention to achieve success. Providing specific interventions for tiers 1, 2, and 3, this book offers: Evidence-based practices such as guided note taking, the use of response cards, peer-mediated instruction, self monitoring, and direct instruction; Strategies for phonemic awareness, fluency, vocabulary, and comprehension; Methods for teaching handwriting, spelling, keyboarding, and the writing process; A discussion on using thematic units to integrate reading and writing
With sample assessments, graphic organizers, and brief case studies of students, this timely volume assists teachers and literary specialists in providing the support that diverse learners need to succeed.
Chapter 2: Assessing for Intervention in Reading
Assessing for Intervention in Reading
RTI and CBM Reading
In Response to Intervention (RTI) models, results of frequent and direct assessments must guide decision making about the type and intensity of multitiered reading instruction. The most useful assessments are sensitive enough to changes in performance to determine whether or not students are responding successfully to intervention. Considering the number of students in inclusive classrooms and their wide range of reading abilities, teachers need a quick, accurate, and reliable system for assessing performance and monitoring progress. Timely assessment information allows teachers to make immediate adjustments to instruction that will increase the likelihood of student achievement. Four purposes of assessment include screening, monitoring progress, making diagnostic decisions, and determining student outcomes.
Screening assessments are administered ...