Reading Analysis Paper
Reading Recovery
Who developed this framework?
The person who developed this framework was Mary Clay. (Marie Clay: Teacher, researcher, author, and
champion of young readers, 2007) She researched many programs and noticed there were no programs
that helped the students individually with their reading. Reading Recovery was developed in a short
span of three years. (Marie Clay: Teacher, researcher, author, and champion of young readers, 2007)
Reading Recovery became the national education program in New Zealand in 1983. Reading Recovery is
now used in most English speaking countries. (Marie Clay: Teacher, researcher, author, and champion of
young readers, 2007) Mary Clay has done a vast amount of research on reading programs, language,
high multiple births, and psychology. Her findings have contributed in reading recovery.
When was it developed?
It was developed in 1894 in the United States. (Basic Facts ) This program was developed in New Zealand
thirty years ago. Since it was developed 30 years ago it does not align with common core or any grade
level standards. (Basic Facts )This program was made since no other programs were working the way
Mary Clay wanted them to for struggling readers.
Why was it developed?
The goal of reading recovery is to dramatically reduce the number of 1st graders that have a hard time
reading. (Basic Facts ) The program help the students learn strategies to read and write. Reading
Recovery also has professional development for teachers to teach them effective ways to teach children
how to read.
What was the rational for the framework?
The program also reduces the costs of the learners for the educational system. Reading recovery is a
highly effective short term intervention program with one on one tutoring for low achieving first
graders. (Lessons, 2006) The program is most effective when teachers use it for low performing students
in their classroom.
What is the theoretical framework for RTI? What are the proposed benefits?
The frame work for RTI is on different tiers. Tier one is the general education classroom. Tier two is
when the teacher gives more support to help him in the classroom. Tier three is when the students have
more support in the classroom and some accommodations to help them with their learning. If the
students are not successful with Tier three the student are referred to special education which is tier
four. Reading Recover is used with in tier three, tier two and even tier one. (Basic Facts ) This is used to
help struggling readers get to grade expectations fast. Reading Recovery is a program that meets the
needs of struggling readers and writers. The goal of IDEA which is the early intervention to determine if
the child responds to the intervening instruction works well with reading recovery. (Basic Facts )The goal
parallels reading recovery’s goal which is to dramatically reduce the number of learners who have
extreme difficulty with literacy learning and the cost of these leaners to the educational system.
Describe the practical application for this framework and the specific role of the tiers/levels of the
framework?
Individual students receive a lesson for a half hour. (Lessons, 2006) This is done for twelve or twenty
weeks depending on well the student is doing with the program. The lessons are done until the student
is performing at grade level standards and demonstrate that they can independently work in the
classroom. (Lessons, 2006) Each lesson consists of familiar reading books to the child. The teacher gives
opportunities for the child to solve problems and have deep thinking. Every lesson incorporates learning
about letter/sound relationship. (Lessons, 2006) The teacher teaches the child to hear, record and work
with spelling patterns. Reading Recovery encourages comprehension and problem solving with reading
print.
How the instruction and assessments differ at each level tier.
The objective for every lesson is to promote accelerated learning so that students can catch up to grade
level standards. The students can also benefit from classroom instruction without any extra assistance.
(Lessons, 2006)Each day the student gets a thirty min intervention lesson. The teacher is highly trained
by reading recovery and knows what to do if he/she needs to change instruction. With Reading
Recovery the teacher documents reading and (Author and Advisors of Read 180)s writing behaviors at
each level of the program. Reading (Lessons, 2006) Recovery teachers use Clay’s Observation Survey to
assess the child’s strengths and confusions. In the first ten sessions the teacher assesses the students
reading and writing. The teacher takes this data to plan for future lessons. The child is evaluated in
every lesson that he/she is given with reading recovery. (Lessons, 2006) Reading Recovery has no tiers
since each instruction is individual to the student’s needs. The student has one big assessment at the
start of reading recovery and at the end to see how much progress they have made.
Read 180
Who developed this framework?
The people who developed this program were Dr. Ted Hasselbring, Laura Goin, Dr. Kate Kinsella, and Dr.
Kevin Feldman. Dr. Ted Hasselbring was the Read 180 program author. Laura Goin was the lead
researcher and designer. Dr. Kate Kinsella was the senior program advisor and the co-author rbook and
the lbook. Dr. Kevin Feldman is co-author of the rbook. (Author and Advisors of Read 180).
When was it developed?
It was developed in 1988 by Dr. Ted Hasselbring to help struggling readers including ELL, special
education children and students that need help on their fluency and comprehension.
Why was it developed?
Read 180 was developed to use with small group, centers and help model independent reading.
Readings through the program are carefully calibrated for the students to accelerate and be challenged
in their readings (Instructional Focus ).
What was the rational for the framework?
The rational of the program is to engage texts with a strong emphasis on information and consider of
multiple perspectives. (Instructional Focus )The app/website has everything the student needs for the
three ranges the program can be used for. The student has a section for Instruction that provides
personalized reading instruction and practice that addresses the student’s needs. (Instructional Focus
)The next section they have access to is the small group instruction. This is where the teacher teaches
from literature book that provides a clear path for daily instruction. (Instructional Focus )The last one
and the favorite for most students is the modeled and independent reading section. The students are
exposed to a range of challenging high quality literature on their level. (Instructional Focus )
What is the theoretical framework for RTI? What are the proposed benefits?
The frame work for RTI is on different tiers. Tier one is the general education classroom. Tier two is
when the teacher gives more support to help him in the classroom. Tier three is when the students have
more support in the classroom and some accommodations to help them with their learning. If the
students are not successful with Tier three the students are referred to special education which is tier
four. (Our Approach to RTI )Read 180 is used with all the tiers since it works with all students in the
classroom to help them with their comprehension and fluency. Read 180 is a program that helps the
needs of ELL, special education students and struggling readers. The Read 180 works best with tier two
students and keeps documentation to help the teacher have accurate data to present to their school.
(Our Approach to RTI ). The Read 180 helps educators set academic and behavior goals, customize
benchmarks, monitor student progress, and differentiate instruction (Our Approach to RTI ).
Describe the practical application for this framework and the specific role of the tiers/levels of the
framework?
Read 180 has three stages for instructional support and five levels for Lexile support (The Read 180
Experience ). Stage A is elementary which are grades 4-6. Stage B is middle school which is grades 6-8.
Stage C is grades 7 and up. Each stages has five levels that are based on Lexile levels. Beginning Level is
Lexile BR-199L. Level 1 is Lexile 200L-400L. Level 2 is Lexile level 400L-700L. Level 3 is Lexile 500L-900L.
Level 4, which is only for middle school and high school, is Lexile 800L-1300L. (The Read 180 Experience
).
How are the instruction and assessments differ at each level tier.
Each level has different books and assessments depending on the book at each tier. Higher levels have
more assessments than lower tiers.
Success for All
Who developed this framework
Success for All was developed by Dr. Robert Slavin and Dr. Nancy A. Madden. They used student team
learning with the cycle of cycle of effective instruction. (Success for All )
When was it developed?
Success for All began in 1987. Through years of research in the 1970’s and 1980’s Madden and Slavin
discovered that reading skills were effectively developed when students collaborated with other
students. After developing an effective instructional process, they needed to also develop a curriculum
to accompany the instructional strategies. Eventually, Madden and Slavin wanted to apply strategies to
all subject areas. The new reading program would include families and members from the community. In
addition to providing effective and collaborative instruction, Madden and Slavin strived to provide
professional development and support for teachers. (Success for All )
The theoretical framework of RTI is an early interventions for struggling readers. RTI supports needs for
all learners, including on-level and advanced readers. For example in Tier 2 it allows the teacher to tutor
eight students at a time. (Sucess for All ) Motivating and fun computer games enhance reading skills in
the areas of phonemics awareness, comprehension, and vocabulary. In Tier 3 it creates a personalized
instruction plan based on diagnostic assessments. As the students grows and meets goals, the computer
program gives the students more challenging games and activities. Special education students and
English language learners may especially benefit from these games as well as students on Tier 3. In the
Article it talked about Success for all and how it helps in RTI. (Success for All )The 20 minutes of intense
and complete daily instruction that directly supports the child is learning in reading class. Children are
tutored outside of reading and math times, either during other subject areas or before or after school.
The focus on individual problems is designed to keep students in tutoring for only a portion of the school
year. One of the primary goals of the tutoring program is to help students succeed in class on their own.
Tutoring sessions directly support classroom instruction. Most tutoring sessions are conducted on a oneto-one basis to address a student’s individual needs. Consider two students from the same reading class.
Although they work with the same story during their respective tutoring sessions, one may be engaged
in activities to help develop fluency, while the other is focused on strategies to increase
comprehension.”
Response to Intervention
Who developed this framework?
RTI was developed as a result of the Public Law 94-142, the Education for All Handicapped Children’s Act
(EHA) in 1975.
When was it developed?
RTI was developed as a result of students needing extra support in the general education population.
This helps more students not to be referred to special education. Not all students who struggle need to
be placed in special education when they have reading problems. With RTI, students can be monitored
and supported towards achieving on grade-level academically. It is a “problem-solving” model that plans
the intervention based on the target area of concern.
What is the theoretical framework for RTI? What are the proposed benefits?
RTI has three Tiers. The first one is tier 1. This is where all students are also known as general ed
population. All the students receive research-based instructional strategies and support based on
individual needs. (RTI Network ) All students are assessed with checklists and curriculum-based
screening tools and benchmarks. The areas to examine in Tier 1 are goals, objectives, and priorities. The
next tier is tier 2. This tier is conducted by general education teacher or intervention specialist. “Support
students who require additional support to successfully meet grade-level performance standards but
who do not necessarily qualify for more intense services such as special education.” (RTI Network ). The
students that are in tier two have smaller group instruction than tier 1. Each lesson with the small group
has research-based interventions and instructional strategies. Depending on your school school-wide
screening may reveal students who need supplemental support. “Remediate academic skill deficits with
the idea that in doing so, students will be successful in the Tier 1 program without support.” (RTI
Network ). That teacher collects data drives decision on intervention plan. The Tier 2 team responds to
data from intervention plan to adjust to results to meet student needs. The next tier intervention is tier
3. Tier 3 is conducted by intervention specialist, special education teacher, or content specialist.
“Addresses the needs of a smaller percentage of students 2-7% who are experiencing programs and are
at risk of developing more severe problems.” (RTI Network ). Educators ask questions to determine the
root of the students’ deficits and what interventions can solve their problems or “reduce the severity”.
(RTI Network )At tier three there are no small groups. Most of the instruction for these Individual
student and one-on-one intervention lessons. The instruction is more individualized and more intense
than Tier 1 and Tier 2. This tier determines discrepancies between academic performance and potential.
Intervention continues until the problem is resolved in tier 3.
The instruction and assessment on Tier 1 is not different since this is the general education classroom.
On the tier 2 there is a group diagnostic assessment biweekly/monthly. The instruction is based on what
the majority of the group needs. The students and the teacher preview and practice of core concepts
taught in Tier 1. In tier 3 the student has an individual diagnostic assessment twice/weekly. All the
instruction and assessment is based on individual needs.
Reference Page ( APA)
Works Cited
Author and Advisors of Read 180. (n.d.). Retrieved November 16, 2014, from Read 180 Scholastic :
http://www.scholastic.com/read180/research-and-results/authors-and-advisors.htm
Basic Facts . (n.d.). Retrieved November 16, 2014, from Reading Recovery Council of North America :
http://readingrecovery.org/reading-recovery/teaching-children/basic-facts
Instructional Focus . (n.d.). Retrieved November 16 , 2014, from Read 180 Scholastic :
http://www.scholastic.com/read180/instructional-focus/range-and-quality-texts.htm
Lessons. (2006). Retrieved November 16, 2014, from Reading Recovery Council of North America:
http://readingrecovery.org/reading-recovery/teaching-children/lessons
Marie Clay: Teacher, researcher, author, and champion of young readers. (2007). Retrieved November
16, 2014, from Reading Recovery Council of North America: http://readingrecovery.org/readingrecovery/teaching-children/marie-clay
Our Approach to RTI . (n.d.). Retrieved November 16 , 2014 , from Reading 180 Scholastic :
http://www.scholastic.com/read180/our-rti-approach/comprehensive-solutions.htm
RTI Network . (n.d.). Retrieved November 16, 2014, from RTI Network : http://www.rtinetwork.org/
Success for All . (n.d.). Retrieved November 2014, 2014, from Success for All Response to Intervention :
http://www.successforall.org/SuccessForAll/media/PDFs/410324000_RtIBrochure.pdf
Sucess for All . (n.d.). Retrieved November 16, 2014, from Sucess for All : http://www.successforall.org/
The Read 180 Experience . (n.d.). Retrieved November 16, 2014 , from Read 180 Expierence :
http://www.scholastic.com/read180/read-180-experience/reading-program-design.htm
Katherine Forrest
Reading Assessment
11/16/2014
Reading Analysis Paper
Reading is a very important part of our every school curriculum in the school. Many students
understand and get reading and some do not. There are many programs that are designed to help these
students that are having trouble in reading. Each reading program has pros and cons to it and works
with some students, does not work with others. The programs that worked in a lot of schools are read
180, reading recovery, and success for all. These programs are used in school for a program called
response to intervention. I will be talking about each of these programs and how they help struggling
students.
Response to Intervention
RTI was developed as a result of students needing extra support in the general education
population. This helps more students not to be referred to special education. Not all students who
struggle need to be placed in special education when they have reading problems. With RTI, students
can be monitored and supported towards achieving on grade-level academically. It is a “problemsolving” model that plans the intervention based on the target area of concern. RTI was developed as a
result of the Public Law 94-142, the Education for All Handicapped Children’s Act (EHA) in 1975.
RTI has three Tiers. The first one is tier 1. This is where all students are in the general ed
population. All the students receive research-based instructional strategies and support based on
individual needs. (RTI Network ) All students are assessed with checklists and curriculum-based
screening tools and benchmarks. The areas to examine in Tier 1 are goals, objectives, and priorities. The
next tier is tier 2. This tier is conducted by general education teacher or intervention specialist. “Support
students who require additional support to successfully meet grade-level performance standards but
who do not necessarily qualify for more intense services such as special education.” (RTI Network ). The
students that are in tier two have more small group instruction than tier 1. Each lesson with the small
group has research-based interventions and instructional strategies. Depending on your school schoolwide screening may reveal students who need supplemental support . “Remediate academic skill deficits
with the idea that in doing so, students will be successful in the Tier 1 program without support.” (RTI
Network ). The that teacher collects data drives decision on intervention plan. The Tier 2 team responds
to data from intervention plan to adjust to results to meet student needs. The next tier intervention is
tier 3. Tier 3 is conducted by intervention specialist, special education teacher, or content specialist.
“Addresses the needs of a smaller percentage of students 2-7% who are experiencing programs and are
at risk of developing more severe problems.” (RTI Network ). Educators ask questions to determine the
root of the students’ deficits and what interventions can solve their problems or “reduce the severity”.
(RTI Network )At tier three there are no small groups. Most of the instruction for these Individual
student and one-on-one intervention lessons. The instruction is more individualized and more intense
than Tier 1 and Tier 2. This tier determines discrepancies between academic performance and potential.
Intervention continues until the problem is resolved in tier 3.
The instruction and assessment on Tier 1 is not different since this is the general education
classroom. On the tier 2 there is a group diagnostic assessment biweekly/monthly. The instruction is
based on what the majority of the group needs. The students and the teacher preview and practice of
core concepts taught in Tier 1. In tier 3 the student has an individual diagnostic assessment
twice/weekly. All the instruction and assessment is based on individual needs.The cons pros of RTI is it
helps less children be referred to special education. It also helps teachers do explicit small group
instruction to find ways to help the student read. The cons of RTI is that it’s a lot of paper for the general
education teacher.
Reading Recovery
Reading Recovery is one of the top intervention programs that’s used in most English speaking
countries. This program was developed in New Zealand thirty years ago. Since it was developed 30
years ago it does not align with common core or any grade level standards. (Basic Facts ) The goal of
reading recovery is to dramatically reduce the number of 1st graders that have a difficult time reading on
level books. (Basic Facts ) The program help the students learn strategies to read and write. Reading
Recovery also has professional development for teachers to teach them effective ways to teach children
how to read.
The person who developed Reading Recovery framework was Mary Clay. (Marie Clay: Teacher,
researcher, author, and champion of young readers, 2007) This program was made since no other
programs were working the way Mary Clay wanted them to for struggling readers. She researched many
programs and noticed there were no programs that helped the students individually with their reading.
Reading Recovery was developed in a short span of three years. (Marie Clay: Teacher, researcher,
author, and champion of young readers, 2007) Reading Recovery became the national education
program in New Zealand in 1983. Reading Recovery is now used in most English speaking countries.
(Marie Clay: Teacher, researcher, author, and champion of young readers, 2007) Mary Clay has done a
vast amount of research on reading programs, language, high multiple births, and psychology. Her
findings have contributed in the reading recovery program. The program also reduces the costs of the
learners for the educational system. Reading recovery is a highly effective short term intervention
program with one on one tutoring for low achieving first graders. (Lessons, 2006) The program is most
effective when teachers use it for low performing students in their classroom.
The framework for RTI with reading recovery is that students are in different tiers if they are
struggling in reading. Tier one is the general education classroom. Tier two is when the teacher gives
more support to help him in the classroom. Tier three is when the students have more support in the
classroom and some accommodations to help them with their learning. If the students are not
successful with Tier three the students are referred to special education which is tier four. Reading
Recover is used with in tier three and tier two. (Basic Facts ) This is used to help struggling readers get to
grade expectations fast. Reading Recovery is a program that meets the needs of struggling readers and
writers. The goal of IDEA which is the early intervention to determine if the child responds to the
intervening instruction works well with reading recovery. (Basic Facts )The goal parallels reading
recovery’s goal which is to dramatically reduce the number of learners who have extreme difficulty with
literacy learning and the cost of these leaners to the educational system.
In the Reading Recovery lesson each student receives a lesson for a half hour. (Lessons, 2006)
This is done for twelve or twenty weeks depending on well the student is doing with the program. The
lessons are done until the student is performing at grade level standards and demonstrate that they can
independently work in the classroom. (Lessons, 2006) Each lesson consists of familiar reading books to
the child. The teacher gives opportunities for the child to solve problems and have deep thinking. Every
lesson incorporates learning about letter/sound relationship. (Lessons, 2006) The teacher teaches the
child to hear, record and work with spelling patterns. Reading Recovery encourages comprehension and
problem solving with reading print. The objective for every lesson is to promote accelerated learning so
that students can catch up to grade level standards. The students can also benefit from classroom
instruction without any extra assistance. (Lessons, 2006)Each day the student gets a thirty min
intervention lesson. The teacher is highly trained by reading recovery and knows what to do if he/she
needs to change instruction. With Reading Recovery the teacher documents reading and (Author and
Advisors of Read 180)s writing behaviors at each level of the program. Reading (Lessons, 2006) Recovery
teachers use Clay’s Observation Survey to assess the child’s strengths and confusions. In the first ten
sessions the teacher assesses the students reading and writing. The teacher takes this data to plan for
future lessons. The child is evaluated in every lesson that he/she is given with reading recovery.
(Lessons, 2006) Reading Recovery has no tiers since each instruction is individual to the students needs.
The student has one big assessment at the start of reading recovery and at the end to see how much
progress they have made. The pros of this program is that it can be made individual for each student
and be customized to their individual needs. The cons is that its short term which is a program with
some children with disabilities since some of them have trouble with their short term memory. Overall I
think that it is a very good program.
Success for All
Success for All was Developed by Dr. Robert Slavin and Dr. Nancy A. Madden. They used student
team learning with the cycle of cycle of effective instruction. (Success for All) Success for All began in
1987. Through years of research in the 1970’s and 1980’s Madden and Slavin discovered that reading
skills were effectively developed when students collaborated with other students. After developing an
effective instructional process, they needed to also develop a curriculum to accompany the instructional
strategies. Eventually, Madden and Slavin wanted to apply strategies to all subject areas. In addition to
providing effective and collaborative instruction, Madden and Slavin strived to provide professional
development and support for teachers. (Success for All )
The theoretical framework of RTI is an early interventions for struggling readers and with
success for all it uses the tiers to work on more instruction with the students. RTI supports needs for all
learners, including on-level and advanced readers and with success for all it helps them learn strategies
to read. For example in Tier 2 with success for all it allows the teacher to tutor eight students at a time.
(Success for All ) Motivating and fun computer games enhance reading skills in the areas of phonemics
awareness, comprehension, and vocabulary. In Tier 3 it creates a personalized instruction plan based on
diagnostic assessments. As the students grows and meets goals, the computer program gives the
students more challenging games and activities. Special education students and English language
learners may especially benefit from these games as well as students on Tier 3.
In the Article it talked about Success for all and how it helps in RTI. (Success for All ) The 20
minutes of intense and complete daily instruction that directly supports the child is learning in reading
class. Children are tutored outside of reading and math times, either during other subject areas or
before or after school. The focus on individual problems is designed to keep students in tutoring for only
a portion of the school year. One of the primary goals of the tutoring program is to help students
succeed in class on their own. Tutoring sessions directly support classroom instruction. Most tutoring
sessions are conducted on a one-to-one basis to address a student’s individual needs. Consider two
students from the same reading class. Although they work with the same story during their respective
tutoring sessions, one may be engaged in activities to help develop fluency, while the other is focused
on strategies to increase. The program has a wonderful way to engaged the student to engage, but the
con I saw in the program is differentiation instruction for ELL and special education students.
Read 180
Read 180 is one of the top intervention programs in the United States. It was developed in 1988
by Dr. Ted Hasselbring to help struggling readers including ELL, special education children and students
that need help on their fluency and comprehension. Read 180 was developed to use with small group,
centers and help model independent reading. Readings through the program are carefully calibrated for
the students to accelerate and be challenged in their readings (Instructional Focus ).
The rational of the program is to engage texts with a strong emphasis on information and
consider of multiple perspectives. (Instructional Focus )The app/website has everything the student
needs for the three ranges the program can be used for. The student has a section for Instruction that
provides personalized reading instruction and practice that addresses the students needs. (Instructional
Focus )The next section they have access to is the small group instruction. This is where the teacher
teaches from literature book that provides a clear path for daily instruction. (Instructional Focus )The
last one and the favorite for most students is the modeled and independent reading section. The
students are exposed to a range of challenging high quality literature on their level. (Instructional Focus )
The people who developed this program were Dr. Ted Hasselbring, Laura Goin, Dr. Kate Kinsella, and Dr.
Kevin Feldman. Dr. Ted Hasselbring was the Read 180 program author. Laura Goin was the lead
researcher and designer. Dr. Kate Kinsella was the senior program advisor and the co-author rbook and
the lbook. Dr. Kevin Feldman is co-author of the rbook. (Author and Advisors of Read 180).
The frame work for RTI is on different tiers. Tier one is the general education classroom. Tier
two is when the teacher gives more support to help him in the classroom. Tier three is when the
students have more support in the classroom and some accommodations to help them with their
learning. If the students are not successful with Tier three the students are referred to special education
which is tier four. (Our Approach to RTI )Read 180 is used with all the tiers since it works with all
students in the classroom to help them with their comprehension and fluency. Read 180 is a program
that helps the needs of ELL, special education students and struggling readers. The Read 180 works best
with tier two students and keeps documentation to help the teacher have accurate data to present to
their school. (Our Approach to RTI ). The Read 180 helps educators set academic and behavior goals,
customize benchmarks, monitor student progress, and differentiate instruction (Our Approach to RTI ).
Read 180 has three stages for instructional support and five levels for Lexile support (The Read
180 Experience ). Stage A is elementary which is grades 4-6. Stage B is middle school which is grades 6-8.
Stage C is grades 7 and up. Each stages has five levels that are based on Lexile levels. Beginning Level is
Lexile BR-199L. Level 1 is Lexile 200L-400L. Level 2 is Lexile level 400L-700L. Level 3 is Lexile 500L-900L.
Level 4, which is only for middle school and high school, is Lexile 800L-1300L. (The Read 180 Experience
). Each level has different books and assessments depending on the book at each tier. Higher levels have
more assessments than lower tiers.
One of the cons I saw about this program is that the whole program uses technology. If students
use this for their whole reading instruction they might forget how to hold a book. The other cons I saw
was that the program only can help grades 4-12. They can’t help students that are in k-3 which is when
reading instruction is most vital. Overall, I feel that this is a wonderful program that helps children
successfully read.
Works Cited
Author and Advisors of Read 180. (n.d.). Retrieved November 16, 2014, from Read 180 Scholastic :
http://www.scholastic.com/read180/research-and-results/authors-and-advisors.htm
Basic Facts . (n.d.). Retrieved November 16, 2014, from Reading Recovery Council of North America :
http://readingrecovery.org/reading-recovery/teaching-children/basic-facts
Instructional Focus . (n.d.). Retrieved November 16 , 2014, from Read 180 Scholastic :
http://www.scholastic.com/read180/instructional-focus/range-and-quality-texts.htm
Lessons. (2006). Retrieved November 16, 2014, from Reading Recovery Council of North America:
http://readingrecovery.org/reading-recovery/teaching-children/lessons
Marie Clay: Teacher, researcher, author, and champion of young readers. (2007). Retrieved November
16, 2014, from Reading Recovery Council of North America: http://readingrecovery.org/readingrecovery/teaching-children/marie-clay
Our Approach to RTI . (n.d.). Retrieved November 16 , 2014 , from Reading 180 Scholastic :
http://www.scholastic.com/read180/our-rti-approach/comprehensive-solutions.htm
RTI Network . (n.d.). Retrieved November 16, 2014, from RTI Network : http://www.rtinetwork.org/
Success for All . (n.d.). Retrieved November 2014, 2014, from Success for All Response to Intervention :
http://www.successforall.org/SuccessForAll/media/PDFs/410324000_RtIBrochure.pdf
Sucess for All . (n.d.). Retrieved November 16, 2014, from Sucess for All : http://www.successforall.org/
The Read 180 Experience . (n.d.). Retrieved November 16, 2014 , from Read 180 Expierence :
http://www.scholastic.com/read180/read-180-experience/reading-program-design.htm