“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.
Programming for Generalization of Literacy Skills
When teaching new skills, the goal is for students to attain mastery and use those skills independently in other appropriate places or situations, in different or creative ways, and over time (Cooper, Heron, & Heward, 2007). For example, generalization has occurred if a student, after learning to write his name on wide-ruled paper in the classroom, can also write his name at other locations, in different ways, using different kinds of paper and writing instruments, and throughout the school year. This example illustrates the three kinds of generalized outcomes described by Cooper and colleagues (2007): response maintenance, setting/situation generalization, and response generalization.
For a variety of reasons, some newly learned behaviors can continue for up ...