Description
To catch up to their grade-level peers, struggling readers need to double or triple their rate of reading acquisition, an impossible feat with only a daily 30-minute remedial reading session. Allington, past president of the International Reading Association and the National Reading Conference, worries that the response to intervention (RTI) initiative, one of several federal education initiatives regarding education, will lead to the development of programs that help struggling readers but not enough to turn them into achieving readers. In this book for in-service teachers, he sets out an argument for how to design RTI programs so that struggling readers will develop proficiencies that match their achieving peers. He outlines the problem in detail, then discusses individual factors, such as very small groups and tutoring, expert teachers, focusing instruction on meta-cognition and meaning, and using texts that are interesting to students. Appendices offer a rubric for evaluating reading interventions, a list of 100 high interest/low-readability books for the middle grades, and a study guide for this text. The book closes with FAQs about RTI design. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
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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. To help teachers 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 instruction (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, Dick Allington provides a research-base that supports closing the reading achievement gap along with implications this has for designing RTI programs. In addition, Dick provides a comprehensive discussion of the factors that inhibit poor, disabled, and second-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 response to instruction programs! Take a look inside... Provides a complete review of what is critical to accelerating the development of struggling readers. Presents educators with a framework for how we might design response to intervention (RTI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. Features a complete analysis of response to intervention design (RTI) and offers a detailed framework for evaluating existing and future intervention efforts. Includes numerous websites that provide teacher-friendly information, strategies, and tools for accelerating reading development.
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