“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.
Bridging the Research-to-Practice Gap
Two big disparities that have been pervasive in US education are the achievement gap and the research-to-practice gap. The achievement gap refers to the discrepancy of performance between high- and low-achieving students, and is correlated with disability, cultural and ethnic diversity, and income level (Casserly, 2006). The other gap, the research-to-practice gap, refers to an ongoing problem in which research-based teaching practices have had minimal, if any, carryover into real classrooms. Much to the detriment of our students, education has been driven more by fads than by the findings of scientific research (Kozloff, 2002). Recent federal legislation has attempted to bridge the achievement gap by also bridging the research-to-practice gap. Specifically, both NCLB (2002) and IDEIA (2004) require ...