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Free access and download to this text,Fact Checking the Science of Reading: Opening Up the Conversation
"Rob Tierney and P David Pearson explore the validity of claims associated with the Science of Reading as they have appeared in social media, the popular press, and academic works.
The book offers a comprehensive review of these claims—analyzing the evidence, reasoning, assumptions, and consequences associated with each claim—and closes with ideas for moving beyond the debates to greater consensus or accommodation of differences. The book is a must read for educators involved in teaching reading, as well as parents, policy makers, and other stakeholders."
“Reinterpreting the development of reading skills,” Scott G. Paris, Reading Research Quarterly David Reinking, George Hruby and Vicotoria Risko, Teacher's College Record, Volume 125, Issue 1 Vol. 40, No. 2 April/May/June 2005, International Reading Association (pp. 184–202)
The following are the International Literacy Association’s research articles from two different issues on the topic of the Science of Reading. To access these articles, you must be an ILA member with the Reading Research Quarterly subscription or a WSRA member. As a member, request the group login information at [email protected]. Include your name to be verified as a WSRA member.
Gina N. Cervetti, P. David Pearson, Annemarie S. Palincsar, Peter Afflerbach, Panayiota Kendeou, Gina Biancarosa, Jennifer Higgs, Miranda S. Fitzgerald, Amy I. Berman
Yaacov Petscher, Sonia Q. Cabell, Hugh W. Catts, Donald L. Compton, Barbara R. Foorman, Sara A. Hart, Christopher J. Lonigan, Beth M. Phillips, Christopher Schatschneider, Laura M. Steacy, Nicole Patton Terry, Richard K. Wagner
Pages: S267-S282 First Published: 06 September 2020
Welcome to WSRA's Resources for Best Practices in Response to Intervention
Wisconsin Department of Public Instruction
In Wisconsin's vision for RtI, the three essential elements of high quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective RtI system and are evident within each of the three essential elements. In a multi-level system of support, schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others; this relationship forms Wisconsin’s vision for RtI.
WSRA’s monograph Response to Intervention AT THE CROSSROADS highlights seminal articles by national and state literacy leaders for thinking about RtI in new ways. These new ideas will raise critical questions and provide insights on how to ensure your RtI approach is moving toward a comprehensive approach driven by expert teachers. Driven by the 2004 Reauthorization of IDEA, the goal of RtI requires optimizing student learning by focusing our attention on appropriate instruction from qualified personnel. Optimizing student learning requires a shift in our thinking about how we have traditionally conceptualized teaching and learning. This monograph provides insights into this mindset shift.
WSRA RtI FAQ Part 1: General Issues (updated June 2015)
The Wisconsin State Reading Association has received numerous questions regarding the implications for literacy as a result of Response to Intervention systems and the Wisconsin Specific Learning Disability (SLD) rule. The ESEA/RtI/Assessment Task Force has been investigating these issues and working with DPI and experts in the field to explore them. This information is intended to help our members wade through the large amount of information available and recognize the misinformation and misinterpretations regarding these topics that are proliferating throughout the state. We are currently working on answering additional questions and will be adding those as they become available.
The questions in this document have been received from members throughout the state based on things that are currently happening in districts/schools. The answers have been developed using the best available evidence from state documents and professional literature. We have also provided excerpts from and links to many of the documents for the convenience of members.