In this volume, highly regarded authors in the field of reading research share what they know about today's hottest topic in education--Response to Intervention (RTI), the key to helping struggling students "before they fall behind." More than 30 expert contributors reveal what the latest research says about RTI's Three-Tier Approach: the core reading program for all students, supplementary instruction for children with early reading difficulties, and intensive intervention for children who still struggle. Educators will: pinpoint essential features of effective reading instruction, manage implementation challenges, clarify the settings and populations for which the interventions have worked, set a course for future research studies that fill gaps in knowledge of RTI. The first and only comprehensive research synthesis on RTI, this book lays the groundwork for implementation of scientifically validated reading programs that reduce overidentification of students in special education and provide the best and earliest help to students who struggle. The book is divided into five parts: Part I, Background and Overview of the Three-Tier Model, presents: (1) Overview of the Three-Tier Model of Reading Intervention (Sharon Vaughn and Janette Klingner); (2) Prevention and Early Identification of Students with Reading Disabilities: A Research Review of the Three-Tier Model (Sharon Vaughn, Jeanne Wanzek, Althea L. Woodruff, and Sylvia Linan-Thompson); and (3) The Role of Assessment in the Three-Tier Approach to Reading Instruction (Lynn S. Fuchs and Douglas Fuchs). Part II, Primary Intervention, continues with: (4) Classroom Reading Instruction and Teacher Knowledge in the Primary Grades (Barbara R. Foorman, Coleen D. Carlson, Kristi L. Santi); and (5) Primary Intervention: A Means of Preventing Special Education? (Charles R. Greenwood, Debra Kamps, Barbara Terry, and Deborah Linebarger). Part III, Secondary Intervention, continues with: (6) An Implementation of a TieredIntervention Model: Reading Outcomes and Neural Correlates (Carolyn A. Denton, Jack M. Fletcher, Panagiotis G. Simos, Andrew C. Papanicolaou, and Jason L. Anthony); and (7) Layers of Intervention that Affect Outcomes in Reading (Rollanda E. O'Connor). Part IV, Tertiary Intervention, continues with: (8) The Nature and Role of the Third Tier in a Prevention Model for Kindergarten Students (Beth A. Harn, Edward J. Kame'enui, and Deborah C. Simmons); and (9) Preventing Early Reading Difficulties through Intervention in Kindergarten and First Grade: A Variant of the Three-Tier Model (Frank R. Vellutino, Donna M. Scanlon, Sheila G. Small, Diane P. Fanuele, and Joan Sweeney). Part V, Implementation of the Three-Tier Model, concludes the book with: (10) Considerations When Implementing Response to Intervention with Culturally and Linguistically Diverse Students (Janette Klingner, Audrey McCray Sorrells, and Manuel Barrera); (11) Teacher Rules in Implementing Intervention (Diane Haager and Jennifer Mahdavi); (12) Historical Perspectives and Current Trends in Problem Solving: The Minneapolis Story (Doug Marston, Amy Reschly, Matthew Lau, Andrea Canter, and Paul Muyskens); and (13) What Are the Issues in Response to Intervention Research? (Deborah L. Speece and Caroline Y. Walker). An appendix of General References and a Index are included.