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Handbook of Response to Intervention

Overview of attention for book
Cover of 'Handbook of Response to Intervention'

Table of Contents

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    Book Overview
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    Chapter 1 From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention
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    Chapter 2 Data-Based Decision-Making
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    Chapter 3 Applied Behavior Analysis: A Foundation for Response to Intervention
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    Chapter 4 Learning Disabilities/Special Education
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    Chapter 5 Prevention and Response to Intervention: Past, Present, and Future
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    Chapter 6 Problem-Solving Consultation
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    Chapter 7 The Role of Professional Learning Communities in Successful Response to Intervention Implementation
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    Chapter 8 Response to Intervention and Accountability Systems
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    Chapter 9 Multi-Tiered Systems of Support and Evidence-Based Practices
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    Chapter 10 Preservice Teacher Education and Response to Intervention Within Multi-Tiered Systems of Support: What Can We Learn from Research and Practice?
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    Chapter 11 Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring
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    Chapter 12 Screening Assessment Within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps
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    Chapter 13 The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success
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    Chapter 14 Classroom Reading Instruction for All Students
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    Chapter 15 Classwide Intervention Using Peer-Assisted Learning Strategies
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    Chapter 16 Assessment: Periodic Assessment to Monitor Progress
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    Chapter 17 Problem Analysis at Tier 2: Using Data to Find the Category of the Problem
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    Chapter 18 Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2
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    Chapter 19 Implementation of Tier 2 Reading Interventions in the Primary Grades
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    Chapter 20 Progress Monitoring for Students Receiving Intensive Academic Intervention
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    Chapter 21 Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems
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    Chapter 22 Tier 3: Intensive Mathematics Intervention Strategies
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    Chapter 23 Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?
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    Chapter 24 Assuring the Response to Intervention Process Has Substance: Assessing and Supporting Intervention Implementation
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    Chapter 25 Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response-to-Intervention Service Delivery Framework
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    Chapter 26 Contextual Influences and Response to Intervention
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    Chapter 27 Using Single-Case Design in a Response to Intervention Model
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    Chapter 28 Technology-Based Assessment and Problem Analysis
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    Chapter 29 Educational Technology and Response to Intervention: Affordances and Considerations
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    Chapter 30 Response to Intervention for English Learners
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    Chapter 31 Essential Features of Tier 2 and 3 School-Wide Positive Behavioral Supports
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    Chapter 32 Implementing Response to Intervention in Secondary Schools
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    Chapter 33 Advances in Multi-tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood
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    Chapter 34 Teacher Formative Assessment: The Missing Link in Response to Intervention
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    Chapter 35 Challenges Faced by New Implementation Sites: The Role of Culture in the Change Process
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    Chapter 36 Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement
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    Chapter 37 Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania
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    Chapter 38 Data-Based Decision-Making, the Problem-Solving Model, and Response to Intervention in the Minneapolis Public Schools
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    Chapter 39 Implementing Response to Intervention in a Rural Setting
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    Chapter 40 School-wide Positive Behavior Support and Response to Intervention: System Similarities, Distinctions, and Research to Date at the Universal Level of Support
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    Chapter 41 Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support
Attention for Chapter 23: Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?
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Chapter title
Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?
Chapter number 23
Book title
Handbook of Response to Intervention
Published by
Springer US, September 2015
DOI 10.1007/978-1-4899-7568-3_23
Book ISBNs
978-1-4899-7567-6, 978-1-4899-7568-3
Authors

Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanie Wanzek, Joseph Torgesen

Editors

Shane R. Jimerson, Matthew K. Burns, Amanda M. VanDerHeyden

View on publisher site

Twitter Demographics

The data shown below were collected from the profiles of 3 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 11 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 11 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 3 27%
Librarian 1 9%
Student > Doctoral Student 1 9%
Professor 1 9%
Student > Bachelor 1 9%
Other 2 18%
Unknown 2 18%
Readers by discipline Count As %
Psychology 4 36%
Social Sciences 4 36%
Unknown 3 27%

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