Reading Strategies for Elementary Students with Learning Difficulties: Strategies for RTI

Packed with research-based strategies for use with RTI, this resource covers brain-compatible reading instruction for students with learning disabilities or reading difficulties.

A one-stop source of proven reading strategies for use with RTI interventions!

Offering a set of practical instructional strategies, this second edition of the bestseller helps elementary and middle school educators integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI). Grounded in research-based reading instruction for students with learning difficulties, this resource provides both highly effective strategies that take a moderate investment of time to implement and tested tactics that can be easily implemented with little or no preparation. The authors discuss a wide range of topics, including:

• Early literacy and brain-compatible reading instruction
• Early literacy assessments
• Phonological and phonemic instruction
• Developmental reading and spelling stages
• Building vocabulary and reading fluency
• Reading comprehension and the brain

William N. Bender began his career by teaching eighth and ninth grade students in the public schools. Since he has been in higher education, he has published over 60 research articles and eleven books in special education and education. He specializes in instructional strategies and disciplinary strategies for all studentsâ particularly students with disabilities such as learning disabilitiesâ emotional disturbance, and attention disorders in the general education classroom. Bender is recognized as a national leader on instructional tactics, as well as in distance education. His combination of practical strategies and easy humor leads to a demand for numerous workshops each year on various topics in education. He earned his PhD from the University of North Carolina in 1983.

Martha J. Larkin taught public school students in general education and special education at the elementary, middle, and secondary levels for several years before beginning a career in higher education. She has authored and coauthored 17 journal articles, 10 book and monograph chapters, and 5 research reports and commissioned papers in education and special education. She specializes in instructional strategies, particularly for students with learning disabilities. Her specific teaching and research interests include scaffolded instruction, content enhancement, learning strategies, graphic organizers, and grading rubrics. She especially enjoys pursuing these interests in the areas of reading, writing, and mathematics. She earned her PhD from the University of Alabama in 1999.