The Power of RTI and Reading Profiles

A Blueprint for Solving Reading Problems
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The Power of RTI and Reading Profiles
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Louise Spear-Swerling, Ph.D.
Special Education

This one-of-a-kind text explains why RTI is today’s best approach for preventing reading difficulties—and how research on reading profiles can enhance the power of RTI. For practitioners, the book provides a complete, evidence-based blueprint for using RTI and reading profiles in tandem to plan effective core literacy instruction and help struggling readers in Grades K-6, whether they have disabilities or issues related to experience (e.g., ELLs, children from poverty backgrounds). For researchers and policymakers, the book describes ways to help ensure higher reading achievement for every student, including improvements in core reading instruction, use of RTI practices and the Common Core State Standards, and teacher preparation.
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STOCK NUMBER ISBN
73152 978-1-59857-315-2
COPYRIGHT PAGES
2015 256
AVAILABILITY
Available Stock

This one-of-a-kind text explains why RTI is today’s best approach for preventing reading difficulties—and how research on reading profiles can enhance the power of RTI. For practitioners, the book provides a complete, evidence-based blueprint for using RTI and reading profiles in tandem to plan effective core literacy instruction and help struggling readers in Grades K-6, whether they have disabilities or issues related to experience (e.g., ELLs, children from poverty backgrounds). For researchers and policymakers, the book describes ways to help ensure higher reading achievement for every student, including improvements in core reading instruction, use of RTI practices and the Common Core State Standards, and teacher preparation.


READERS WILL
  • understand why RTI is the best approach for preventing reading difficulties—and why RTI should be used in identification of learning disabilities
  • learn how diverse reading problems can be understood in relation to poor reader profiles
  • discover how to make sound, research-based decisions about core reading curricula, interventions, and RTI practices such as universal screening
  • explore the most effective interventions for key components of reading and language
  • learn to identify and address word recognition difficulties, comprehension difficulties, and “mixed” reading problems involving both decoding and comprehension
  • clarify which skills and knowledge every teacher of reading should have
  • examine ways to better prepare educators to teach at-risk readers

PRACTICAL MATERIALS:

The case studies and practical examples cover a broad range of reading problems and help make the latest research findings applicable to everyday practice.
About the Author
Acknowledgments
A Note to Readers
  1. Introduction
  2. A Componential View of Reading Abilities and Reading Problems
  3. The Path to Proficient Reading
  4. Common Profiles and Patterns of Reading Difficulties
  5. Research-Based Practices for Assessment in Reading
  6. Research-Based Practices for Reading Instruction and Intervention
  7. Students with Specific Word-Recognition Difficulties
  8. Students with Specific Reading Comprehension Difficulties
  9. Students with Mixed Reading Difficulties
  10. The Role of Teacher Effectiveness in Children’s Reading Achievement
  11. Conclusions and Future Directions
References
Index

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Reviews

Anne Cunningham, University of California, Berkeley - August 11, 2014
“Anyone involved with reading education must have this book; it is an invaluable reference and incomparable guide for understanding the interdisciplinary and current conceptualization of reading problems and how to effectively address them.”
Judith Birsh, Educational Consultant, Certified Academic Language Therapist - August 6, 2014
“Should be required reading for people responsible for setting literacy policies and decision-making at all levels. Spear-Swerling provides a banquet of opportunity to get it right from early reading through all the levels and layers of successful literacy development.”
Rachel Brown, University of Southern Maine - August 4, 2014
“A very readable and informative text. By offering educators a specific way to conceptualize student reading difficulties, the book makes the task of selecting and implementing reading interventions much easier.”
Diane Haager, California State University Los Angeles - July 17, 2014
“The most sensible guide I have seen for mapping reading intervention instruction to students’ specific needs.”

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