Resources

Appleton-Smith, L. (2003). Bon-Bon the downtown cow. Lyme, NH: Flyleaf Publishing.

Bynum, J. (2002). Altoona Baboona. New York: Harcourt Trade Publishers, Inc.

Davis, L. B., Fuchs, L. S., Fuchs, D., & Whinnery, K. (1995). “Will CBM help me learn?”: Students’ perceptions of the benefits of curriculum-based measurement. Education and Treatment of Children, 18(1), 19–32.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers (6th ed.). Boston: Allyn and Bacon.

Fuchs, L. S., & Fuchs, D. (2006, April). Progress monitoring: Identifying LD and improving student outcomes. PowerPoint presentation for the National SEA Conference on SLD Determination, Kansas City, MO.

Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria. Learning Disabilities Quarterly, 27, 216–227.

Gay, G. (2000).  Culturally responsive teaching: Theory, research, & practice. New York: Teacher’s College Press.

International Reading Association. (2004). The role and qualifications of the reading coach in the United States (brochure). Retrieved on October 16, 2006, from http://www.reading.org/downloads/positions/ps1065_reading_coach.pdf

Klingner, J.K., & Edwards, P.A. (2006).  Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117.

Lachat, M. A. (2004). Standards-based instruction and assessment for English language learners. Thousand Oaks, CA: Corwin Press.

National Center for Culturally Responsive Educational Systems (NCCRESt). (2005). Cultural considerations and challenges in Response-to-Intervention models: An NCCRESt position statement. Retrieved on November 3, 2006, from http://www.nccrest.org/PDFs/rti.pdf?v_document_name=Culturally%20Responsive%20RTI

University of Oregon Center of Teaching and Learning. (n.d.). DIBELS benchmark goals. Retrieved on October 16, 2006, from http://dibels.uoregon.edu/benchmark.php. No longer available.

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2003). Introduction to the 3-tier reading model: Reducing reading difficulties for kindergarten through third grade students (4th ed.). Austin, TX: University of Texas System/ Texas Education Agency.

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005). Implementing the 3-tier reading model: Reducing reading difficulties for kindergarten through third grade students (2nd ed.). Austin, TX: University of Texas System/ Texas Education Agency.

Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2006). “Time Analyses” (blank form). Copyright 2006 by University of Texas System/ Texas Education Agency. Reprinted with permission.

Woodruff, T. (n.d.). “Scheduling Chart” (blank form). Vaughn Gross Center’s Reading First Project, University of Texas, Austin. Reprinted with permission.

Blake, A. (1998, Fall Special Supplement). Putting research to use: Activities that help children read. The Tutor. Retrieved on November 15, 2011, from http://www.nationalserviceresources.org/learns/putting

This article summarizes 13 core understandings about learning to read and includes activity ideas for helping students master these core areas. The activities can easily be modified to fit different needs.

Center for the Improvement of Early Reading Achievement. (2006). Improving the reading achievement of America’s children: 10 research-based principles. Retrieved on June 10, 2006, from http://www.ciera.org/library/instresrc/principles/10acprin.pdf

This one-page document contains concise yet thorough principles for parents and preschool and elementary teachers for developing excellent reading skills in American students.

Vanderbilt University PRF probe. Available through Vanderbilt at Peabody #228, 230 Appleton Place, Nashville, TN 37203-5721. Attention: Flora Murray. (615) 343-4782.

CBM measures, scoring sheets, administration instruction, and scoring instructions are available for free, excepting copying costs and postage.

Ed.Gov: Frequently Asked Questions About Reading First http://www.ed.gov/programs/readingfirst/faq.html

This page on the U.S. Department of Education’s Website provides basic facts about the Reading First program, answering site visitors’ frequently asked questions. Some of the questions featured on the page include “How well are America’s children reading?”, “What is Reading First exactly, and what are its specific goals?”, and “How will Reading First help classroom teachers?”, to list a few.

The Florida Center for Reading Research http://www.fcrr.org/

The Florida Center for Reading Research is an organization focused on conducting reading research (basic and applied), disseminating research-based practices, and providing technical assistance to Florida’s schools and its State Department of Education. The Website features sections for teachers, coaches, administrators, parents, researchers, and FCRR faculty and staff. Links to research, assessment programs, reporting networks, professional development information, and other resource pages are posted on the main page.

National Center for Learning Disabilities http://www.ncld.org/

This resource-packed Website includes information for the parents of children with learning disabilities. On hand are podcasts, resources for both home and school, and political action notes and links so that parents can stay abreast of legislative actions that might affect their children. A section on “LD Basics” includes a round-up of the current research, a glossary, and answers to frequently posed questions related to children and learning disabilities.

The National Center on Progress Monitoring http://www.studentprogress.org

This Website provides a wealth of information about progress monitoring and formative assessment, including curriculum-based measurement (CBM). Click the “library” link to access newsletters and research articles.

National Center on Response to Intervention http://www.rti4success.org/

This site––created by the American Institutes for Research in cooperation with researchers from the University of Kansas and Vanderbilt University and funded by OSEP––serves as a veritable treasure house of information regarding the RTI approach. Major topics include “Knowledge production,” Expert trainings,” and “Information dissemination.” The center’s self-described mission is “to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI/ EIS.”

Reading First in Tennessee http://tennessee.gov/education/readingfirst//

This page on the State of Tennessee’s Website details information about the Reading First grant it received from the U.S. Department of Education Office of Elementary and Secondary Education. The page links to a Reading First intervention guide and to eligibility and grant information. In addition, key contacts for Tennessee’s Reading First program are listed along with their contact information.

Reading Rockets http://www.readingrockets.org

This national multimedia project offers information and resources on how young kids learn to read, why so many struggle, and how caring adults (parents, teachers, childcare providers, and principals) can help. The Website offers reading news headlines, research-based articles, tips for parents and educators, video interviews with children’s book authors, and a monthly e-newsletter.

RTI Action Network http://www.rtinetwork.org/

A program of the National Center for Learning Disabilities, the Website of the RTI Action Network offers a plentitude of advice, support, and resources for the effective design and implementation of the response to intervention approach. From the very first steps of RTI development, through the evaluation and refinement of implemented plans, the RTI Action Network is a place where school leaders and instructors can look for models, support, and assistance. Besides its wealth of information and links, the Website allows visitors to connect with one another to share their own experiences and advice on RTI implementation and beyond.

RTI Wire http://www.jimwrightonline.com/php/rti/rti_wire.php

The online group Intervention Central (www.interventioncentral.org) has created the RTI Wire as a Random Intervention Idea. The site describes itself as a “‘one-stop’ directory of free, high-quality ‘Response-to-Intervention’ resources [online].” The page provides a few introductory paragraphs on what RTI is and how it is being put into practice in schools. It then divides RTI into key steps and lists a variety of online resources that provide information related to each respective step of the RTI process. The site welcomes visitors to submit additional RTI sources for posting.

University of Oregon DIBELS Chart http://dibels.uoregon.edu/benchmarkgoals.pdf

This page on the University of Oregon Website displays the chart “DIBELS Benchmark Goals and Indicators of Risk Three Assessment Periods Per Year.” The chart provides rows for four DIBELS measures: Letter Naming Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency, and Oral Reading Fluency. Scores and status columns are listed for each measure.

Vaughn Gross Center for Reading and Language Arts http://www.texasreading.org/utcrla/

Housed at the University of Texas at Austin, the Vaughn Gross Center for Reading and Language Arts provides information on scientifically based reading research and instruction. Professional development materials include detailed background and implementation guidelines for a 3-Tier intervention model.