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Dr. Sharon Vaughn Discusses Reading Across the Content Areas at Secondary Campuses
Reading researcher, Sharon Vaughn, explains the importance of word study and access to print across all content-area classes.
Get Resource Dr. Sharon Vaughn Contrasts RTI at the Secondary Level with RTI at the Elementary Level
Reading researcher, Sharon Vaughn, explains a shift in RTI from prevention at the elementary level to acceleration at the secondary level.
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Secondary RTI: Providing Instruction in Teacher-Led Small Groups Module Two - Using Data to Differentiate Instruction
Second in a series of three online professional development modules demonstrating the contribution of well-managed teacher-led small groups and centers to effective RTI implementation at secondary campuses. Module Two focuses on analyzing data to differentiate instruction.
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Secondary RTI: Providing Instruction in Teacher-Led Small Groups Module Three - Instructional Features and Use
Third in a series of three online professional development modules demonstrating the contribution of well-managed teacher-led small groups and centers to effective RTI implementation at secondary campuses. Module Three focuses on the features of small group instruction and using small group instruction to foster positive relationships.
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Phonological Awareness: Research-Based Practices
Online professional development module that provides research-based methods for developing students’ phonological awareness from prekindergarten through the early elementary grades.
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Using Research to Design Content-area Instruction: A Lesson Framework for Building Vocabulary, Fluency, and Comprehension
Online professional development module that discusses using research findings in designing content-area lessons. The module focuses on the importance of vocabulary, fluency, and comprehension in everyday instruction.
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Using Research to Support RTI Implementation in Reading
Online professional development model focusing on how to use research to support your implementation of response to intervention, or RTI, in the area of reading.
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Using Research to Inform Literacy Instruction: Do Children Learn to Read Naturally?
Online professional development module addressing the question: “I think learning to read is like learning to speak. It’s developed through a process that all children naturally go through. Isn’t this correct?”
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