What Really Matters in Response to Intervention
Research-based Designs
Published on 20. March 2012
Book
Paperback/Softback
216 pages
978-0-205-62754-7 (ISBN)
Description
Literacy researcher and best-selling author Dick Allington offers clear recommendations and a teacher-friendly framework to guide classroom teachers in designing response to intervention programs. KEY TOPICS: To help teachers acquire a fuller understanding of the complexity of response to intervention designs, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in designing response to instruction (RtI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. MARKET: Written for administrators and teachers, reading specialists, school psychologists, and classroom teachers who serve kindergarten through ninth grade.
Reviews / Votes
"The information provided in the text would be useful for anyone who wants to improve their students' reading skills. All schools are looking at ways to improve their school's report card from the state. Reading is a big part of that report card."--Diana L. Carr, Elgin Junior High School, Green Camp, OH
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02/2024
2nd Edition
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Person
Richard L. Allington is a past president of the International Reading Association and of the National Reading Conference. He has written more than 100 published papers and reports on reading difficulties, and is the author or coauthor of What Really Matters for Struggling Readers, What Really Matters in Fluency, Classrooms That Work, and Schools That Work. Dick is a former
classroom teacher, reading specialist, and federal programs director who has studied and written about reading intervention including his influential article in the Journal of Adolescent & Adult Literacy, "If They Don't Read Much, How They Ever Gonna Get Good?".
classroom teacher, reading specialist, and federal programs director who has studied and written about reading intervention including his influential article in the Journal of Adolescent & Adult Literacy, "If They Don't Read Much, How They Ever Gonna Get Good?".
Content
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Preface
Chapter 1: Why struggling readers continue to struggle.
Chapter 2: Where to begin an intervention plan.
Chapter 3: Match between reader and text level.
Chapter 4: Dramatically expand reading activity.
Chapter 5: Very small groups or tutoring.
Chapter 6: Coordination of intervention with core classroom.
Chapter 7: Expert teacher delivers intervention.
Chapter 8: Focus instruction on meta-cognition and meaning.
Chapter 9: Student access and choice of reading materials.
Chapter 10: Questions about intervention design and delivery.
Appendix
Bibliography
Preface
Chapter 1: Why struggling readers continue to struggle.
Chapter 2: Where to begin an intervention plan.
Chapter 3: Match between reader and text level.
Chapter 4: Dramatically expand reading activity.
Chapter 5: Very small groups or tutoring.
Chapter 6: Coordination of intervention with core classroom.
Chapter 7: Expert teacher delivers intervention.
Chapter 8: Focus instruction on meta-cognition and meaning.
Chapter 9: Student access and choice of reading materials.
Chapter 10: Questions about intervention design and delivery.
Appendix
Bibliography