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.
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Prologue: Response to Intervention with Secondary Students: Why the Issues Are Different Than with Elementary Students, Sharon Vaughn and Jack M. Fletcher Introduction1. RTI in Reading: An Overview2. Step 1: Implementing Effective Tier 1 Instruction3. Step 2: Establishing Interventions in Reading4. Step 3: Guidelines for Tiers 2 and 35. Step 4: Refining Implementation of RTIEpilogue. Appendix A. Sample Middle School Schedules: Grades 6–8Appendix B. Sample Junior High Schedules: Grades 7–8Appendix C. Sample High School Schedule Appendix D. Examples of Vocabulary and Comprehension Strategies for Content-Area Instruction Appendix E. Examples of Reading Intervention Strategies Appendix F. Resources for Implementing RTI at the Secondary Level
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Deborah K. Reed, Ph D, is Assistant Professor in the School of Teacher Education and the Florida Center for Reading Research at Florida State University. 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 of the Year Award from the Council for Learning Disabilities.Jade Wexler, Ph D, is Assistant Professor in the Department of Special Education at the University of Maryland. A former high school special education reading teacher, she has served on the editorial board of Learning Disability Quarterly and is a recipient of the Albert J. Harris award from the International Reading Association. Sharon Vaughn, Ph D, 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.
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