About the Book
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.
Table of Contents:
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
12. Developing Systems-Level Capacity for RTI Implementation: Current Efforts and Future Directions, George Sugai, Rob Horner, Dean Fixsen, and Karen Blase
About the Author :
Edited by Todd A. Glover, PhD, University of Nebraska-Lincoln, and Sharon Vaughn, PhD, University of Texas at Austin, USA
Review :
"Glover and Vaughn have edited a volume that hits a sweet spot in the RTI literature. To date, most works on RTI either have addressed the evidence base or have focused on practice. But both are needed for complete understanding and successful field-based RTI implementation. This work provides a launching pad into the world of evidence-based RTI implementation in schools." - W. David Tilly III, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa, USA "This book provides a research-based perspective that makes it unlike many other resources on RTI. Glover and Vaughn have brought together evidence-based chapters on what we know about effective interventions in reading and other areas. An important addition to the professional library of anyone serious about developing effective RTI initiatives." - Richard L. Allington, Department of Theory and Practice in Teacher Education, University of Tennessee, USA "This is a rewarding resource for researchers and practitioners who need to know about effective intervention practices within RTI service delivery models. In concise, clear, and compelling writing, the contributors summarize characteristics of effective interventions for reading, writing, mathematics, and behavior. The chapters on reading are particularly strong, providing the information practitioners need to translate best-practices research data into useable classroom interventions." - Amanda VanDerHeyden, Education Research and Consulting, Inc., Fairhope, Alabama, USA "This book is an integrative blend of research and practice on RTI. It nicely addresses the complex issues related to implementing different layers of RTI, reviewing actual school- and statewide approaches. The research base for evidence-based interventions in reading, writing, and math is covered. The book will be a valuable addition for practitioners working to implement RTI models, as well as for researchers and others interested in these innovative approaches to service delivery in schools." - Jack M. Fletcher, Department of Psychology, University of Houston, USA
