Atjaunināt sīkdatņu piekrišanu

E-grāmata: RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions

3.23/5 (26 ratings by Goodreads)
(University of Iowa, United States), (College Park, United States), (The University of Texas at Austin, United States)
Citas grāmatas par šo tēmu:
  • Formāts - PDF+DRM
  • Cena: 127,73 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Ielikt grozā
  • Pievienot vēlmju sarakstam
  • Šī e-grāmata paredzēta tikai personīgai lietošanai. E-grāmatas nav iespējams atgriezt un nauda par iegādātajām e-grāmatām netiek atmaksāta.
RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining QuestionsPalielināt
Citas grāmatas par šo tēmu:

DRM restrictions

  • Kopēšana (kopēt/ievietot):

    nav atļauts

  • Drukāšana:

    nav atļauts

  • Lietošana:

    Digitālo tiesību pārvaldība (Digital Rights Management (DRM))
    Izdevējs ir piegādājis šo grāmatu šifrētā veidā, kas nozīmē, ka jums ir jāinstalē bezmaksas programmatūra, lai to atbloķētu un lasītu. Lai lasītu šo e-grāmatu, jums ir jāizveido Adobe ID. Vairāk informācijas šeit. E-grāmatu var lasīt un lejupielādēt līdz 6 ierīcēm (vienam lietotājam ar vienu un to pašu Adobe ID).

    Nepieciešamā programmatūra
    Lai lasītu šo e-grāmatu mobilajā ierīcē (tālrunī vai planšetdatorā), jums būs jāinstalē šī bezmaksas lietotne: PocketBook Reader (iOS / Android)

    Lai lejupielādētu un lasītu šo e-grāmatu datorā vai Mac datorā, jums ir nepieciešamid Adobe Digital Editions (šī ir bezmaksas lietotne, kas īpaši izstrādāta e-grāmatām. Tā nav tas pats, kas Adobe Reader, kas, iespējams, jau ir jūsu datorā.)

    Jūs nevarat lasīt šo e-grāmatu, izmantojot Amazon Kindle.

"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. More than 20 reproducible tools for planning, assessment, progress monitoring, and multi-tiered instruction are featured; the large-size format facilitates photocopying"-- Provided by publisher.



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.

Recenzijas

"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 -

Prologue: Response to Intervention with Secondary Students: Why the Issues Are Different Than with Elementary Students 1(4)
Sharon Vaughn
Jack M. Fletcher
Identification and Screening for At-Risk Readers in Secondary Grades
2(1)
Tiers of Intervention for Older Students with Reading Difficulties
2(3)
Introduction
5(160)
1 RTI in Reading: An Overview
11(15)
Why Is RTI Needed in the Area of Reading at the Secondary Level?
11(1)
What Is the Reading Performance of Secondary Students?
12(1)
Does Reading Differ in Elementary and Secondary Schools?
13(2)
What Is RTI?
15(1)
How Do the Tiers of Reading Instruction/Intervention Differ?
16(3)
Are We Required by Law to Use RTI?
19(2)
What Is the Role of Reading Assessment?
21(1)
What Are the Benefits of Progress Monitoring?
22(1)
What Are the Advantages of Moving to an RTI Approach?
23(1)
What Are the Benefits of Implementing RTI?
24(1)
How Is RTI at the Secondary Level Different from RTI at the Elementary Level?
25(1)
2 Step 1: Implementing Effective Tier 1 Instruction
26(39)
High-Quality Core Instruction: Effective Instructional Practices
29(11)
Cross-Curricular Literacy Supports
40(9)
Screening Assessments
49(2)
Professional Development for Literacy in All Content Areas
51(5)
Making the School Environment Conducive to Learning
56(2)
"I Can't Do This Alone": The Importance of an RTI Literacy Leadership Team
58(7)
3 Step 2: Establishing Interventions in Reading
65(36)
What about Fitting in All the Credits I Need?
67(1)
Tiers 2 and 3 at the Secondary Level: Are They Realistic?
68(5)
How Does Tier 3 Differ from Tier 2?
73(3)
How Does Tier 2 Differ from a Study Skills Class?
76(4)
What Is the Ideal Group Size for a Tier 2 Class? A Tier 3 Class?
80(2)
What Is the Role of Assessment in Placing Students into the Tiers?
82(8)
Selecting Diagnostic and Progress-Monitoring Assessments
90(4)
Differentiation of Instruction
94(7)
4 Step 3: Guidelines for Tiers 2 and 3
101(31)
How to Provide Effective Instruction
101(19)
How Do We Make Instruction More Intense?
120(1)
What Are the Roles of Different Personnel?
120(5)
Professional Development for Reading Interventionists
125(2)
Selecting Materials
127(3)
Summary
130(2)
5 Step 4: Refining Implementation of RTI
132(33)
Establishing What Is "Negotiable" and What Is "Non-Negotiable"
132(6)
Communicating the Non-Negotiables to Faculty Members
138(2)
"How Do We Know When We Are Ready to Improve Our Plan?"
140(25)
Epilogue 165(2)
Appendix A Sample Middle School Schedules: Grades 6-8 167(8)
Appendix B Sample Junior High School Schedules: Grades 7-8 175(6)
Appendix C Sample High School Schedule: Grades 9-12 181(4)
Appendix D Examples of Vocabulary and Comprehension Strategies for Content-Area Instruction 185(46)
Appendix E Examples of Reading Intervention Strategies 231(14)
Appendix F Resources for Implementing RTI at the Secondary Level 245(4)
References 249(9)
Index 258
Deborah K. Reed, PhD, is Director of the Iowa Reading Research Center and Associate Professor at the University of Iowa. 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 Award from the Council for Learning Disabilities and a past president of the organization.

Jade Wexler, PhD, is Associate Professor in the Department of Counseling, Higher Education, and Special Education at the University of Maryland. Her current research focuses on designing reading interventions to support adolescents with reading difficulties and disabilities in the content-area and supplemental intensive intervention settings. She also designs and evaluates professional development and schoolwide service-delivery models to support the implementation of evidence-based literacy practices in middle schools. Dr. Wexler has published over 45 articles focusing on adolescent literacy interventions. She is a former high school special education and reading teacher. 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.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97814625035992e.html
Keywords: