Overview
This book describes the three-tiered model of reading intervention, which identifies and provides services to students with reading disabilities. It shares what is known about research-validated practices for each tier of reading interventions. The first tier, primary intervention, provides a fundamentally sound core reading program for all students in early grades. Secondary intervention includes supplementary reading instruction for children who experience early difficulties learning to read. The third tier, tertiary intervention, includes additional instruction for children who still have problems with reading despite the supplemental instruction. Children in the third tier would likely have learning disabilities and would qualify for special education services. The volume will summarize research findings about effective reading intervention at each of the three tiers, for whom specific interventions have been validated, and under what conditions or in what settings interventions have been effective.
Full Product Details
Author: Diane S. Haager ,
Sharon Vaughn ,
Janette K. Klingner
Publisher: Brookes Publishing Co
Imprint: Brookes Publishing Co
Dimensions:
Width: 15.10cm
, Height: 1.80cm
, Length: 22.90cm
Weight: 0.477kg
ISBN: 9781557668288
ISBN 10: 1557668280
Pages: 352
Publication Date: 18 January 2007
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Paperback
Publisher's Status: Out of Print
Availability: Out of stock
Reviews
This extremely useful overview of Response to Intervention (RTI) models is an important resource for both administrators and teachers. --Eileen Marzola, Ed.D. Immediate Past President and current Board Member, New York Branch of the International Dyslexia Association (07/21/2008)
This extremely useful overview of Response to Intervention (RTI) models is an important resource for both administrators and teachers. --Eileen Marzola, Ed.D.
Served as a valuable resource when developing a Tier-II reading intervention program at my school. This book would be a welcome addition to the bookshelves of administrators, literacy coaches, and other professionals involved in implementing RTI. --Martha Steger, M.Ed., CALT
This extremely useful overview of Response to Intervention (RTI) models is an important resource for both administrators and teachers. --Eileen Marzola, Ed.D.
A research-based, clearly-written, and comprehensively-focused examination of response to intervention in reading . . . has become a seminal reference for me as a researcher concerned with prevention of reading difficulties. --Laura Justice, Ph.D.
Served as a valuable resource when developing a Tier-II reading intervention program at my school. This book would be a welcome addition to the bookshelves of administrators, literacy coaches, and other professionals involved in implementing RTI. --Martha Steger, M.Ed., CALT
Author Information
Diane Haager, Ph.D., is a researcher and teacher educator in reading and learning disabilities. She is a professor at California State University, Los Angeles, where she instructs special education teachers and graduate students. Dr. Haager has worked in public schools and clinics as a reading specialist and special educator. She has had extensive experience working with English language learners who have reading difficulties. She has written numerous book chapters and research articles. Her research interests include issues related to effective reading instruction for English language learners, students with learning disabilities, and students at risk for reading failure. She is the co-editor of Learning Disabilities Research and Practice, a journal for researchers and practitioners. Dr. Haager has directed several projects focusing on reading intervention for struggling readers in urban schools. She serves as a consultant and provides professional development for schools, districts, research projects, and state education leaders regarding reading instruction, reading intervention, and response to intervention. Sharon Vaughn, Ph.D., H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Sanchez Building, 1912 Speedway, Austin, Texas 78712 Sharon Vaughn is the executive director of The Meadows Center, an organized research unit at the University of Texas at Austin. She is the recipient of the American Education Research Association Special Interest Group Distinguished Researcher Award, the International Reading Association Albert J. Harris Award, the University of Texas Distinguished Faculty Award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of Learning Disabilities from the Council for Exceptional Children. She is the author of more than 35 books and 250 research articles. Vaughn is currently the principal investigator on several research grants from the Institute for Education Sciences, the National Institute of Child Health and Human Development, and the U.S. Department of Education. Associate Research Professor, Psychology Department, University of Houston, and Associate Director, Texas Institute for Measurement, Evaluation, and, Statistics, 100 TLCC Annex, Houston, TX 77204. Dr. Carlsonâ (TM)s research interests include measurement development and psychometric evaluation, advanced statistical methods, program evaluation, and early literacy and language development in English- and Spanish-speaking students. Carolyn A. Denton, Ph.D., is Associate Professor in the Children's Learning Institute, part of the Department of Pediatrics at the University of Texas Health Science Center in Houston. A former teacher, she conducts research in schools focused on reading intervention, response to intervention models, coaching as a form of professional development, and reading comprehension. Her current projects include a study of reading comprehension in middle and high school students, a study of interventions for elementary-age children who have both attention-deficit/hyperactivity disorder and severe reading difficulties, and a project developing a Tier 2 first-grade intervention that targets both decoding and comprehension. She has served as the head of the Texas Adolescent Literacy Project, an initiative of the Texas Education Agency focused on the development of intervention approaches for struggling middle school readers. Dr. Denton is the coauthor of three other books, including a reading intervention program for the early grades and two books on the role of the reading coach, as well as numerous articles and book chapters. She has made presentations and provided training to teachers, administrators, coaches, researchers, and university faculties throughout the United States and in Europe and Hong Kong. Professor of Pediatrics and Associate Director, Center for Academic and Reading Skills, The University of Texas Health Science Center at Houston, 7000 Fannin, UCT 2487, Houston, TX 77005. For the past 25 years, Dr. Fletcher, a child neuropsychologist, has conducted research on many aspects of the development of reading, language, and other cognitive skills in children. He has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and, most recently, intervention. Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Health and Human Development (NICHD), Early Interventions for Children with Reading Problems. In addition to many chapters and journal articles on topics related to language and reading development, she is the editor of Reading Acquisition: Cultural Constraints and Cognitive Universals (Lawrence Erlbaum Associates, 1986). She is on the editorial board of Journal of Learning Disabilities and has guest edited special issues of Scientific Studies of Reading, Linguistics and Education and Journal of Learning Disabilities. Dr. Foorman has been actively involved in outreach to the schools and to the general public, having chaired Houston Independent School District's Committee on a Balanced Approach to Reading and having testified before the California and Texas legislatures and the Texas Board of Education Long-Range Planning Committee. Dr. Foorman is also a member of the National Academy of Sciences' Committee on the Prevention of Reading Difficulties in Young Children, the board of the Society for the Scientific Study of Reading, the Consortium on Reading Excellence (CORE), and several local reading efforts. Douglas Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs is a former classroom teacher, special educator, and school psychologist. He directed the Vanderbilt Kennedy Center Reading Clinic for 12 years. His current interests include reading and math disabilities, intensive instruction, service delivery options, urban education, and education policy. Lynn S. Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchsâ (TM)s research addresses teachersâ (TM) use of classroom-based assessment information and instructional practices for improving reading and mathematics performance. Dr. Greenwood is the Director of the Juniper Gardens Childrenâ (TM)s Project and Professor of Applied Behavioral Science at the University of Kansas. He is a founding author of progress monitoring measures for infants and toddlers and editor of School-Wide Prevention Models: Lessons Learned in Elementary Schools (Guilford Press, 2008). He is co-principal investigator of the Center for Response to Intervention in Early Childhood (CRTIEC). He has more than 100 publications in peerreviewed journals to his credit. Under his leadership, the Juniper Gardens Childrenâ (TM)s Project was awarded the 1996 research award of the Council for Exceptional Children for its contributions to interventions for children with special needs. He was the recipient of the 2009 Higuchi Research Achievement Award in Applied Science at the University of Kansas. Jennifer N. Mahdavi has been a professor and teacher-educator at the university level for nearly 2 decades. She earned her doctorate in Special Education from the University of California, Riverside, and she is a Board Certified Behavior Analyst (BCBA). Her expertise is in assessment, data-based intervention decisions, and behavior management. Building on 10 years of experience teaching elementary school, Dr. Mahdavi is committed to making the lives of individuals with disabilities better by bringing research to practice. Rollanda E. O'Connor, Ph.D., is a reading specialist and an assistant professor at the University of Pittsburgh and has a doctoral degree in special education from the University of Washington in Seattle. Dr. O'Connor taught reading in special and general education classrooms for 16 years, directed an in-service consortium for general and special educators on strategies for educating children with disabilities in general education classes, and conducted research to develop literacy skills for young children with disabilities. Dr. O'Connor's research has focused on two themes: the feasibility and effectiveness of incorporating phonological awareness instruction into programs for children at risk for reading difficulties in general education classes and factors that influence accessibility of reading instruction. She has taught teachers to use activities designed to improve the reading development of their children during large- and small-group instruction. The factors identified in these studies have been incorporated in the activities in Ladders to Literacy. Professor and Director, Division of Clinical Neurosciences, Department of Neurosurgery, The University of Texas Health Science Center at Houston, 1333 Moursund, Suite H114, Houston, TX 77030. Dr. Papanicolaou, a neuropsychologist, has conducted extensive research in human neurophysiology, studying the neural bases of language, memory, and emotions with both healthy volunteers and patients.
