ERIC Number: ED509983
Record Type: Non-Journal
Publication Date: 2010-Mar
Pages: 306
Abstractor: ERIC
ISBN: ISBN-978-1-6062-3562-1
ISSN: N/A
EISSN: N/A
The Promise of Response to Intervention: Evaluating Current Science and Practice
Glover, Todd A., Ed.; Vaughn, Sharon, Ed.
Guilford Publications
As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K-12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses. Contents include: (1) Supporting All Students: The Promise of Response to Intervention (Todd A. Glover); (2) Key RTI Service Delivery Components: Considerations for Research-Informed Practice (Todd A. Glover); (3) Multi-Tier Service Delivery: Current Status and Future Directions (Joseph F. Kovaleski and Lynanne Black); (4) Student Assessment and Data-Based Decision Making (John M. Hintze and Amanda M. Marcotte); (5) Preventing and Remediating Reading Difficulties: Perspectives from Research (Carolyn A. Denton and Sharon Vaughn); (6) Research-Based Implications from Extensive Early Reading Interventions (Jeanne Wanzek and Sharon Vaughn); (7) Reading Interventions for Older Students (Deborah Reed and Sharon Vaughn); (8) RTI in Mathematics: Beginnings of a Knowledge Base (Ben Clarke, Russell Gersten, and Rebecca Newman-Gonchar); (9) RTI in Writing Instruction: Implementing Evidence-Based Interventions and Evaluating the Effects for Individual Students (Susan De La Paz, Christine Espin, and Kristen L. McMaster); (10) Evidence-Based Interventions within a Multi-Tier Framework for Positive Supports (Tanya Ihlo and Melissa Nantais); (11) Special Education in an RTI Model: Addressing Unique Learning Needs (Matthew K. Burns, Theodore J. Christ, Christina H. Boice, and Isadora Szadokierski); and (12) Developing Systems-Level Capacity for RTI Implementation: Current Efforts and Future Directions, George Sugai (Rob Horner, Dean Fixsen, and Karen Blase)
Descriptors: Learning Problems, Early Intervention, Responses, Elementary Secondary Education, Theory Practice Relationship, Delivery Systems, Student Evaluation, Data, Decision Making, Reading Difficulties, Early Reading, Mathematics, Knowledge Level, Writing Instruction, Evidence, Special Education, Student Needs, Administrators, Systems Approach
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Publication Type: Books; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A