What Really Matters in Response to Intervention: Research-based Designs
©2009 |Pearson | Out of print
Richard L. Allington, University of Tennessee, Knoxville
©2009 |Pearson | Out of print
What Really Matters in Response to Intervention: Research-Based Designs presents a teacher-friendly framework for how to design response to intervention programs that effectively support struggling readers.
The Response to Intervention initiative has risen to the top of today’s instructional agenda and yet it is a process that is unfamiliar terrain for many teachers and administrators. To help educators 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 intervention (RTI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. Unlike any other book on the topic, Allington provides a research-base that supports closing the reading achievement gap along with implications this has for designing RTI programs. In addition, he provides a comprehensive discussion of the factors that inhibit poor, disabled, and English language learners from achieving and offers a number of research-based instructional strategies and routines for turning struggling readers into achieving readers. Teachers will be inspired and confident to design programs that respond to instruction and intervention!
Written by the authors you know and trust, each of the books in the What Really Matters series offers a succinct presentation of what matters most when teaching different aspects of the reading process. With a thought-provoking, rich presentation, Pat Cunningham and Dick Allington explore complex issues teachers of reading face in today’s classrooms and bring each of the topics to life. These brief and inexpensive books are written in a lively narrative with clear organization, exceptional pedagogy, and special features. Their friendly design and compact size make the books accessible, convenient, and easy-to read.
“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
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.
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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?”.
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