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Psy lipson2


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Psy lipson2

  1. 1. Literacy Success for All Students: Possibilities and Possible Pitfalls of RTI by Marjorie Y. Lipson1 References and Readings for PSY Summer Institute on RTI, June, 2011 Allington, R. L., & Johnston, P. H. (Eds.). (2002). Reading to learn: Lessons fromexemplary 4th grade classrooms. New York: Guilford. Bembry, K. L., Jordan, H., Gomez, E., Anderson, M., & Mendro, R. L. (1998, April).Policy implications of long-term teacher effects on student achievement. Paper presentedat the Annual Meeting of the American Educational Research Association, San Diego,CA. Dorn, L.J., & Soffos, C. (2011). Interventions that work: A comprehensiveintervention model for preventing reading failure in grades K-3. Boston: Allyn & Bacon. Ehren, B. J., Ehren, T. C. & Proly, J. L. (2009). Response to Intervention: An actionguide for school leaders. Alexandria, VA: Educational Research Service. International Reading Association (2010). RTI Guiding Principles. Retrieve at: Jenkins, J. R., Graff, J. J., & Miglioretti, D. L. (2009). Estimating reading growthusing intermittent CBM progress monitoring. Exceptional Children, 75, 151-163. Klingner, J. K, & Edwards, P. A. (2008). Cultural considerations with Response toIntervention models. Reading Research Quarterly, 41, 104-117. Lipson, M. Y. (2007). Teaching reading beyond the primary grades. NY:Scholastic. Lipson, M. Y., & Wixson, K. K. (Eds.) (2010). Approaches to Response toIntervention (RTI): Evidence-based frameworks for preventing reading difficulties.Newark, DE: International Reading Association. Lipson, M.Y., & Wixson, K.K. (2009). Assessment and instruction of reading andwriting difficulties. NY: Pearson. Lose, M. K. (2007). A child’s response to intervention require a responsive teacherof reading. The Reading Teacher, 61, 276-279. Massachusetts Department of Elementary and Secondary Education (2009). TieredInstruction Document. Retrieved March 15, 2011 from Massachusetts Department of Elementary and Secondary Education (2010, Draft).Self-Assessment Rubric: Developing a System of Tiered Instruction. Retrieved March25, 2011 from Mesmer, E. M., & Mesmer, H. A. (2008). Response to intervention (RTI): Whatteachers of reading need to know. The Reading Teacher, 62, 280-290). Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teachereffects? Educational Evaluation and Policy Analysis, 26 (3), 237-257.1 Sponsored by Houghton Mifflin Harcourt
  2. 2. Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-centurystatus report. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 11–27). New York: Guilford. Torgesen, J. K. (2009). The response to intervention instructional model: Someoutcomes from a large-scale implementation in Reading First schools. ChildDevelopment Perspectives, 3 (1), 38-40. Scanlon, D. M., et al. (2008). Reducing the incidence of early reading difficulties:Professional development for classroom teachers versus direct interventions for children.Learning & Individual Differences, 18(3), 346- 359. Scanlon, D.M., Anderson, K. L., & Sweeney. J. M. (2010). Early intervention forreading difficulties: The Interactive Strategies Approach. NY: Guilford. Schatschneider, C., Wagner, R.K., & Crawford, E.C. (2008). The importance ofmeasuring growth in response to intervention models: Testing a core assumption.Learning and Individual Differences 18, 308-315. Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitx, L. (2000). Reading forUnderstanding: A Guide to Improving Reading in Middle and High School Classrooms.NY: Jossey-Bass. Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-basedmeasurement to improve student achievement: Review of research. Psychology in theSchools, 42(8), 795-819. Valencia, S.W., & Buly, M.R. (2004). Behind test scores: What struggling readersreally need. The Reading Teacher, 57(6): pp. 520-531. Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H.(2010). Oral reading fluency assessment: Issues of construct, criterion, and consequentialvalidity. Reading Research Quarterly, 45(3), 270–29. Walker-Dalhouse, D., & Risko, V. J., with others (2009). Crossing boundaries andinitiating conversations about RTI: Understanding and applying differentiated classroominstruction. The Reading Teacher, 63, 84-87. Wixson, K. K., & Lipson, M. Y. (1991). Perspectives on reading disability research.In P. D. Pearson (Ed.), Handbook of Reading Research, vol. 2 (pp. 539-570). NY:Longman.