Evidence-Based Reading Practices for Response to Intervention

In this must-read volume, some of the biggest names in reading research share what they know about today's hottest topic in education—Response to Intervention (RTI), the key to helping struggling students before they fall behind. More than 30 expert contributors reveal what the latest research says about RTI's Three-Tier Aproach: the core reading program for all students, supplementary instruction for children with early reading difficulties, and intensive intervention for children who still struggle.

Educators will

• pinpoint essential features of effective reading instruction
• manage implementation challenges
• clarify the settings and populations for which the interventions have worked
• set a course for future research studies that fill gaps in knowledge of RTI

A comprehensive research synthesis on RTI, this book lays the groundwork for implementation of scientifically validated reading programs that reduce overidentification of students in special education and provide the best and earliest help to students who struggle. A necessary addition to the library of every current and future education professional.

Diane Haager, Ph.D., is a researcher and teacher educator in reading and learning disabilities. She is a professor at California State University, Los Angeles, where she instructs special education teachers and graduate students. Dr. Haager has worked in public schools and clinics as a reading specialist and special educator. She has had extensive experience working with English language learners who have reading difficulties. She has written numerous book chapters and research articles. Her research interests include issues related to effective reading instruction for English language learners, students with learning disabilities, and students at risk for reading failure. She is the co-editor of Learning Disabilities Research and Practice, a journal for researchers and practitioners. Dr. Haager has directed several projects focusing on reading intervention for struggling readers in urban schools. She serves as a consultant and provides professional development for schools, districts, research projects, and state education leaders regarding reading instruction, reading intervention, and response to intervention.

Sharon Vaughn, Ph.D., H.E. Hartfelder/Southland Corp. Regents Chair in Human Development and Executive Director, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Sanchez Building, 1912 Speedway, Austin, Texas 78712

Sharon Vaughn is the executive director of The Meadows Center, an organized research unit at the University of Texas at Austin. She is the recipient of the American Education Research Association Special Interest Group Distinguished Researcher Award, the International Reading Association Albert J. Harris Award, the University of Texas Distinguished Faculty Award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of Learning Disabilities from the Council for Exceptional Children. She is the author of more than 35 books and 250 research articles. Vaughn is currently the principal investigator on several research grants from the Institute for Education Sciences, the National Institute of Child Health and Human Development, and the U.S. Department of Education.

Associate Research Professor, Psychology Department, University of Houston, and Associate Director, Texas Institute for Measurement, Evaluation, and, Statistics, 100 TLCC Annex, Houston, TX 77204. Dr. Carlson’s research interests include measurement development and psychometric evaluation, advanced statistical methods, program evaluation, and early literacy and language development in English- and Spanish-speaking students.

Carolyn A. Denton, Ph.D., is Associate Professor in the Children's Learning Institute, part of the Department of Pediatrics at the University of Texas Health Science Center in Houston. A former teacher, she conducts research in schools focused on reading intervention, response to intervention models, coaching as a form of professional development, and reading comprehension. Her current projects include a study of reading comprehension in middle and high school students, a study of interventions for elementary-age children who have both attention-deficit/hyperactivity disorder and severe reading difficulties, and a project developing a Tier 2 first-grade intervention that targets both decoding and comprehension. She has served as the head of the Texas Adolescent Literacy Project, an initiative of the Texas Education Agency focused on the development of intervention approaches for struggling middle school readers. Dr. Denton is the coauthor of three other books, including a reading intervention program for the early grades and two books on the role of the reading coach, as well as numerous articles and book chapters. She has made presentations and provided training to teachers, administrators, coaches, researchers, and university faculties throughout the United States and in Europe and Hong Kong.

Professor of Pediatrics and Associate Director, Center for Academic and Reading Skills, The University of Texas Health Science Center at Houston, 7000 Fannin, UCT 2487, Houston, TX 77005. For the past 25 years, Dr. Fletcher, a child neuropsychologist, has conducted research on many aspects of the development of reading, language, and other cognitive skills in children. He has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, and, most recently, intervention.

Barbara R. Foorman, Ph.D., earned her doctorate at the University of California-Berkeley. She is Professor of Pediatrics and Director of the Center for Academic and Reading Skills at the University of Texas-Houston Medical School and Principal Investigator of the grant funded by the National Institute of Child Health and Human Development (NICHD), Early Interventions for Children with Reading Problems. In addition to many chapters and journal articles on topics related to language and reading development, she is the editor of Reading Acquisition: Cultural Constraints and Cognitive Universals (Lawrence Erlbaum Associates, 1986). She is on the editorial board of Journal of Learning Disabilities and has guest edited special issues of Scientific Studies of Reading, Linguistics and Education and Journal of Learning Disabilities. Dr. Foorman has been actively involved in outreach to the schools and to the general public, having chaired Houston Independent School District's Committee on a Balanced Approach to Reading and having testified before the California and Texas legislatures and the Texas Board of Education Long-Range Planning Committee. Dr. Foorman is also a member of the National Academy of Sciences' Committee on the Prevention of Reading Difficulties in Young Children, the board of the Society for the Scientific Study of Reading, the Consortium on Reading Excellence (CORE), and several local reading efforts.

Douglas Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs is a former classroom teacher, special educator, and school psychologist. He directed the Vanderbilt Kennedy Center Reading Clinic for 12 years. His current interests include reading and math disabilities, intensive instruction, service delivery options, urban education, and education policy.

Lynn S. Fuchs, Ph.D., Nicholas Hobbs Professor of Special Education and Human Development, Peabody College, Vanderbilt University, Department of Special Education, 110 Magnolia Circle, Room 417C, Nashville, TN 37203. Dr. Fuchs’s research addresses teachers’ use of classroom-based assessment information and instructional practices for improving reading and mathematics performance.

Dr. Greenwood is the Director of the Juniper Gardens Children’s Project and Professor of Applied Behavioral Science at the University of Kansas. He is a founding author of progress monitoring measures for infants and toddlers and editor of School-Wide Prevention Models: Lessons Learned in Elementary Schools (Guilford Press, 2008). He is co-principal investigator of the Center for Response to Intervention in Early Childhood (CRTIEC). He has more than 100 publications in peerreviewed journals to his credit. Under his leadership, the Juniper Gardens Children’s Project was awarded the 1996 research award of the Council for Exceptional Children for its contributions to interventions for children with special needs. He was the recipient of the 2009 Higuchi Research Achievement Award in Applied Science at the University of Kansas.

Rollanda E. O'Connor, Ph.D., is a reading specialist and an assistant professor at the University of Pittsburgh and has a doctoral degree in special education from the University of Washington in Seattle. Dr. O'Connor taught reading in special and general education classrooms for 16 years, directed an in-service consortium for general and special educators on strategies for educating children with disabilities in general education classes, and conducted research to develop literacy skills for young children with disabilities. Dr. O'Connor's research has focused on two themes: the feasibility and effectiveness of incorporating phonological awareness instruction into programs for children at risk for reading difficulties in general education classes and factors that influence accessibility of reading instruction. She has taught teachers to use activities designed to improve the reading development of their children during large- and small-group instruction. The factors identified in these studies have been incorporated in the activities in Ladders to Literacy.

Professor and Director, Division of Clinical Neurosciences, Department of Neurosurgery, The University of Texas Health Science Center at Houston, 1333 Moursund, Suite H114, Houston, TX 77030. Dr. Papanicolaou, a neuropsychologist, has conducted extensive research in human neurophysiology, studying the neural bases of language, memory, and emotions with both healthy volunteers and patients.