Three must read articles from 2008 leading researchers’ in RTI and ELLs

Here are some latest articles that are musts for anyone planning the implementation of RTI models in reading with all types of populations.

Chard, D.J., Stoolmiller, M., Harn, B.A., Wanzek, J., Vaughn, S., Linan-Thompson, S. and Make'enui, E.J. (2008). Predicting Reading Success in a Multilevel School-wide Reading Model: A Retrospective Analysis Journal Of Learning Disabilities, 41 (2), 174-188.

Baker, S.K., Smolkowski, K., Katz, R., Fien, H., Seeley, J.R., Kame’enui, E.J., Beck, C. T. (2008). Reading fluency as a predictor of reading proficiency in low-performing, high- poverty schools. School Psychology Review, 37 (1), 18-37.

Fien, H., Baker, S.K., Smolkowski, K., Smith, J.L.M., Kame’enui, E.J., & Beck, C. T. (2008). Using nonsense word fluency to predict reading proficiency in kindergarten through second grade for English language learners and native English speakers. School Psychology Review, 37 (3), 391-408.

Wanzek, J., & Vaughn, S. (2008). Response to intervention with severely impaired readers. Journal of Learning Disabilities, 41, 126–142.

You want evidence here it is!!



Claudia Rinaldi View All →

Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for and the National Center for Intensive Interventions.

Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.

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