The Promise of Response to Intervention: Evaluating Current Science and Practice

Sonst. Personen	Glover, Todd A. (Hrsg.); Vaughn, Sharon (Hrsg.)
Titel	The Promise of Response to Intervention: Evaluating Current Science and Practice
Quelle	(2010), (306 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-6062-3562-1
Schlagwörter	Learning Problems; Early Intervention; Responses; Elementary Secondary Education; Theory Practice Relationship; Delivery Systems; Student Evaluation; Data; Decision Making; Reading Difficulties; Early Reading; Mathematics; Knowledge Level; Writing Instruction; Evidence; Special Education; Student Needs; Administrators; Systems Approach + Suchen Sie Ihr Suchwort? Lernproblem; Theorie-Praxis-Beziehung; Auslieferung; Schulnote; Studentische Bewertung; Daten; Decision-making; Entscheidungsfindung; Reading difficulty; Leseschwierigkeit; Frühlesen; Mathematik; Wissensbasis; Schreibunterricht; Evidenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Systemischer Ansatz
Abstract	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. Contents include: (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); and (12) Developing Systems-Level Capacity for RTI Implementation: Current Efforts and Future Directions, George Sugai (Rob Horner, Dean Fixsen, and Karen Blase) (ERIC).
Anmerkungen	Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10