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| Acknowledgments | |
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| About the Author | |
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| Overview | |
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| Universal Design and Response to Intervention | |
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| Diverse Learners and Inclusive Classrooms | |
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| NCLB and Evidence-Based Practices | |
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| Special Education Law | |
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| RTI and Assessment | |
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| Curriculum-Based Measurement | |
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| RTI and Literacy Instruction | |
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| Explicit Instruction and Active Student Responding | |
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| Peer-Mediated Instruction | |
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| Integrating Language Arts | |
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| Programming for Generalization | |
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| Collaborative Teaching | |
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| Summary | |
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| Assessing for Intervention in Reading | |
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| RTI and CBM reading | |
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| CBM Reading Methods | |
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| Oral Reading Fluency | |
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| CBM Maze | |
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| CBM Early Reading | |
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| Vocabulary Matching | |
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| Miscue Analysis and Comprehension Checks | |
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| Authentic Assessment | |
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| Summary | |
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| Maya | |
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| Implementing Multi-Tiered Reading Instruction | |
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| Evidence-Based Practices | |
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| Reading Instruction: Tier 1 | |
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| Reading Instruction: Tiers 2 & 3 | |
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| Phonemic Awareness: Tier 1 | |
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| Phonemic Awareness: Tiers 2 & 3 | |
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| Alphabetics: Tier 1 | |
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| Alphabetics: Tiers 2 & 3 | |
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| Fluency: Tier 1 | |
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| Fluency: Tiers 2 & 3 | |
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| Vocabulary: Tier 1 | |
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| Vocabulary: Tiers 2 & 3 | |
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| Comprehension: Tier 1 | |
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| Comprehension: Tiers 2 & 3 | |
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| Summary | |
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| Alexei | |
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| Assessing for Intervention in Writing | |
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| RTI and Writing Assessment | |
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| CBM Writing Measures | |
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| Managing CBM Writing | |
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| Writing Rubrics | |
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| Portfolios | |
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| Summary | |
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| Dylan | |
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| Implementing Multi-Tiered Writing Instruction | |
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| Evidence-Based Practices | |
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| Handwriting Instruction: Tier 1 | |
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| Handwriting Instruction: Tiers 2 & 3 | |
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| Keyboarding Instruction | |
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| Spelling Instruction: Tier 1 | |
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| Spelling Instruction: Tiers 2 & 3 | |
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| Writing Process: Tier 1 | |
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| Writing Process: Tiers 2 & 3 | |
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| Computer Technology for Writing: Tier 1 | |
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| Computer Technology for Writing: Tiers 2 & 3 | |
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| Summary | |
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| Carmen | |
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| Using Thematic Units to Integrate the Language Arts | |
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| Creating Thematic Units for Multi-Tiered Instruction | |
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| Selecting a Theme | |
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| Identifying and Obtaining Resources and Materials | |
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| Identifying Language Arts Skills | |
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| Planning Multi-Tiered Instruction | |
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| Summary | |
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| Programming for Generalization of Literacy Skills | |
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| Selecting Representative Teaching Examples | |
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| Making the Classroom Resemble Generalization Settings | |
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| Providing Students with a Means to Access Reinforcement | |
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| Arranging Ways to Transfer Skills to Different Settings | |
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| Training Students to Transfer Skills | |
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| Closing the Research to Practice Gap | |
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| References | |
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| Index | |