Great Reads for the Summer on Response to Intervention and Multi-tiered System of Support (MTSS) for Diverse Learners
I am happy to share an updated list of great resources for states, districts, and schools implementing Response to Intervention Models (RTI) or Multi-tired System of Support (MTSS) in their schools. As usual I have a particular interest in those resources meeting the needs of diverse learners. My favorite is the first one on my list as it provides information in the form of case studies about teachers working with diverse learners in schools implementing an RTI model with other types of instructional approaches such as Two-way bilingual programs or transitional bilingual programs. I would love your feedback and potential additions.
Haager, D., Klingner, J.K. & Acevedes, T. C. (2010). How to Teach English Language Learners: Effective Strategies from Outstanding Educators, Grades K-6. Jossey-Bass Publishing.
Collier, C. (2010). RTI for Diverse Learners: More Than 200 Instructional Interventions. Corwin Press.
Klingner, J.K., Peaster, L.G., Saunders, L., & Baca, L.M. (2009). Why Do English Language Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilities. Corwin Press.
Rinaldi, C. & Stuart, S. K. (2009). Whole schooling and response to instruction. International Journal of Whole Schooling, 5(1), 41-58.
Stuart, S.K., & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 41(4), 52-57.
Berkeley, S., Bender, W.N., Peaster, L.G. & Saunders, L. (2009). Implementation of Response to Intervention: A snapshot of progress. Journal of Learning Disabilities, 42 (1), 86-92.
Bradley, R., Danielson, L. & Doolittle, J. (2007). Responsiveness to Intervention: 1997-2007. Teaching Exceptional Children, 39 (5), 8-12.
Brown-Chidsey, R. (October, 2007). No more “waiting.” Educational Leadership: ASCP, 39-46.
Buffum, A. Mattos, M. & Weber, C. (2006). Pyramid Response to Intervention: RTI, professional learning communities, and how to respond when kids don’t learn.
Dewitz, P., Jones, J. & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44 (2), 102-126.
Fletcher, J.M. & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Series, 3 (1), 30-37.
Fuchs, D. & Fuchs, S.L. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(4), 93-99.
Fuchs, L.S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39 (5), 14-20.
Fuchs, D., Fuchs, L.S., & Vaughn, S. (2008). Response to Intervention: A framework for reading educators. International Reading Association, Newark: DE.
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S. and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A Practice Guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/wwc/publications/practiceguides.
Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee.
Moore, J. & Whitfield, V. (2009). Building schoolwide capacity for preventing reading failure. The Reading Teacher, 62 (7), 622-624.
Murawski, W.W. & Hughes, C.E. (2009). Response to Intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53 (4), 267-277.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:
Teaching children to read. An Evidenced-based assessment of the scientific research literature on reading and its implications for http://www.nichd.nih.gov/publications.nrp/smallbrook.htm (or www.nationalreading panel.org).
Rinaldi, C. & Samson, J. (2008). English language learners and Response to Intervention: Referral Considerations. Teaching Exceptional Children 40 (5), 6-14.
Teale, W.H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62 (8), 699-703.
Claudia is the Endowed Joan Wieler Arno 49 Professor at Lasell University. She is currently a full professor of education and chair of the Education Program. Claudia has been a teacher, researcher, consultant, and professor of special education.