RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions, 1st Edition (Paperback) book cover

RTI for Reading at the Secondary Level

Recommended Literacy Practices and Remaining Questions, 1st Edition

By Deborah K. Reed, Jade Wexler, Sharon Vaughn

Guilford Press

262 pages

Guilford Press - Distributed exclusively by Routledge in the UK/Europe
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Description

Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support. The authors describe RTI procedures that are specifically tailored to the needs of struggling adolescent learners and that take into account the challenges and logistics of secondary-level implementation. The volume features 26 reproducible tools for planning, assessment, progress monitoring, and multi-tiered instruction; the large-size format facilitates photocopying.

Reviews

"We all know that the knowledge base on RTI for middle and high school has been fragmented and diffuse. It no longer is. This book candidly synthesizes and weaves together relevant research and information that can inform best practices in RTI at the secondary level. Honest and pragmatic, it should be essential reading."--Russell Gersten, PhD, Director, Instructional Research Group, University of Oregon

"There are RTI models for elementary schools, but what about older students? Reed, Wexler, and Vaughn provide a practical guide to RTI implementation in secondary schools. Finally, a resource that can help middle and high schools to be more systematically aggressive about kids’ learning."--Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago

"At long last, an RTI resource that addresses the unique needs and challenges of secondary educators. This practical reference for teachers and administrators could easily become the focus of a professional development program. It features illustrative scenarios and concrete recommendations that can be put to use immediately to plan and implement RTI at the school or district level."--Tina Angelo, MEd, manager of adolescent literacy, Houston (Texas) Independent School District

Table of Contents

Prologue: Response to Intervention with Secondary Students: Why the Issues Are Different Than with Elementary Students, Sharon Vaughn and Jack M. Fletcher
Introduction
1. RTI in Reading: An Overview
2. Step 1: Implementing Effective Tier 1 Instruction
3. Step 2: Establishing Interventions in Reading
4. Step 3: Guidelines for Tiers 2 and 3
5. Step 4: Refining Implementation of RTI
Epilogue.
Appendix A. Sample Middle School Schedules: Grades 6–8
Appendix B. Sample Junior High Schedules: Grades 7–8
Appendix C. Sample High School Schedule
Appendix D. Examples of Vocabulary and Comprehension Strategies for Content-Area Instruction
Appendix E. Examples of Reading Intervention Strategies
Appendix F. Resources for Implementing RTI at the Secondary Level

About the Authors

Deborah K. Reed, PhD, is Assistant Professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. She is a former middle and high school teacher who has developed numerous instructional materials and professional development programs on adolescent literacy. She is a recipient of the Outstanding Researcher of the Year Award from the Council for Learning Disabilities.

Jade Wexler, PhD, is Assistant Professor in the Department of Special Education at the University of Maryland. A former high school special education reading teacher, she has served on the editorial board of Learning Disability Quarterly and is a recipient of the Albert J. Harris award from the International Reading Association.
 
Sharon Vaughn, PhD, is H. E. Hartfelder/Southland Corporation Regents Chair of Human Development and Executive Director of the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Her numerous awards include, most recently, the Jeannette E. Fleischner Award for Outstanding Contributions to the Field of Learning Disabilities, awarded by the Division for Learning Disabilities of the Council for Exceptional Children.

About the Series

What Works for Special-Needs Learners

This series addresses a significant need in the education of students who are at risk, those with disabilities, and all children and adolescents who struggle with learning or behavior.

While researchers in special education, educational psychology, curriculum and instruction, and other fields have made great progress in understanding what works for struggling learners, the practical application of this research base remains quite limited.

Books in the series present assessment, instructional, and classroom management methods that have strong empirical evidence.

Written in a user-friendly format, each volume provides specific how-to instructions and examples of the use of proven procedures in schools.

Coverage is sufficiently thorough and detailed to enable practitioners to implement the practices described.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU026020
EDUCATION / Special Education / Learning Disabilities
PSY000000
PSYCHOLOGY / General