Using RTI to Teach Literacy to Diverse Learners, K-8

Sheila Alber-Morgan has been an associate professor of special education at The Ohio State University since 2005. She was also a faculty member at The University of Southern Mississippi for eight years. After teaching for several years in inclusive classrooms in both urban and rural South Carolina, Dr. Alber-Morgan began doctoral training at The Ohio State University and earned her Ph.D. in 1997. For the past 15 years, Dr. Alber-Morgan’s research has focused on examining the effects of various literacy interventions on the learning outcomes of elementary and secondary students with and without disabilities. Additionally, her research incorporates strategies for programming for generalization and maintenance of academic and social skills. Almost all of Dr. Alber-Morgan’s research has been designed and implemented in collaboration with classroom teachers, and she has over 50 research and practitioner publications including peer reviewed journal articles, textbook ancillaries, and book chapters.

• AcknowledgmentsAbout the Author1. OverviewUniversal Design and Response to InterventionDiverse Learners and Inclusive ClassroomsNCLB and Evidence-Based PracticesSpecial Education LawRTI and AssessmentCurriculum-Based MeasurementRTI and Literacy InstructionExplicit Instruction and Active Student RespondingPeer-Mediated InstructionIntegrating Language ArtsProgramming for GeneralizationCollaborative TeachingSummary2. Assessing for Intervention in ReadingRTI and CBM readingCBM Reading MethodsOral Reading FluencyCBM MazeCBM Early ReadingVocabulary MatchingMiscue Analysis and Comprehension ChecksAuthentic AssessmentSummaryMaya3. Implementing Multi-Tiered Reading InstructionEvidence-Based PracticesReading Instruction: Tier 1Reading Instruction: Tiers 2 & 3Phonemic Awareness: Tier 1Phonemic Awareness: Tiers 2 & 3Alphabetics: Tier 1Alphabetics: Tiers 2 & 3Fluency: Tier 1Fluency: Tiers 2 & 3Vocabulary: Tier 1Vocabulary: Tiers 2 & 3Comprehension: Tier 1Comprehension: Tiers 2 & 3SummaryAlexei4. Assessing for Intervention in WritingRTI and Writing AssessmentCBM Writing MeasuresManaging CBM WritingWriting RubricsPortfoliosSummaryDylan5. Implementing Multi-Tiered Writing InstructionEvidence-Based PracticesHandwriting Instruction: Tier 1Handwriting Instruction: Tiers 2 & 3Keyboarding InstructionSpelling Instruction: Tier 1Spelling Instruction: Tiers 2 & 3Writing Process: Tier 1Writing Process: Tiers 2 & 3Computer Technology for Writing: Tier 1Computer Technology for Writing: Tiers 2 & 3SummaryCarmen6. Using Thematic Units to Integrate the Language ArtsCreating Thematic Units for Multi-Tiered InstructionSelecting a ThemeIdentifying and Obtaining Resources and MaterialsIdentifying Language Arts SkillsPlanning Multi-Tiered InstructionSummary7. Programming for Generalization of Literacy SkillsSelecting Representative Teaching ExamplesMaking the Classroom Resemble Generalization SettingsProviding Students with a Means to Access ReinforcementArranging Ways to Transfer Skills to Different SettingsTraining Students to Transfer Skills8. Closing the Research to Practice GapReferencesIndex

"The author makes a significant contribution to establishing evidence-based and data-driven programs for diverse learners. The text provides a clear and comprehensive approach that can be used at all levels of teacher development, and serve as a primary text in teacher education courses. Alber-Morgan combines a thorough knowledge of progress monitoring using curriculum-based measurement (CBM) with summaries and illustrations of evidence-based practices in reading, writing, and learning subject matter content. The book is filled with useful references and many tables and figures that have practical application to daily practice."