RTI & Differentiated Reading in the K-8 Classroom, March/2011

In RTI & Differentiated Reading in the K–8 Classroom, the authors argue that whole-group reading instruction in general education classes is no longer an appropriate learning environment. They outline three innovations that educators can integrate to dramatically improve reading instruction from kindergarten through the upper elementary grades—response to intervention (RTI), differentiated instruction, and technology.

Helpful case studies and detailed descriptions of recommended technology tools show how teachers can use these innovations to update traditional lesson plans for the 21st century. The authors also discuss various brain-compatible instructional techniques based on the latest neuroscience research, such as the use of music, humor, emotion, movement, role play, and repetition, along with content enhancements like graphic organizers and study guides.

RTI & Differentiated Reading in the K–8 Classroom includes specific team activities that schools can undertake immediately to facilitate the shift to these new approaches, which are rapidly changing the face of reading instruction.

About The Authors:
William Bender, PhD, is a leader in instructional tactics with an emphasis on differentiated instruction, response to intervention, brain-compatible instruction, and classroom discipline. An accomplished author, he has written several books, including award-winning professional development texts and bestsellers. Dr. Bender consistently receives accolades for his workshops from educators at every level.

Dr. Bender began his career teaching in a junior high school resource classroom, working with adolescents with behavioral disorders and learning disabilities. He has taught at Rutgers University and Bluefield State College and was a professor of education at the University of Georgia.

One of the first and most prolific authors on RTI, Dr. Bender has completed eight books on various aspects of RTI and continues to break new ground. Dr. Bender has written more than 60 research articles and 20 education and psychology books including Response to Intervention; Differentiating Instruction for Students With Learning Disabilities; Introduction to Learning Disabilities; Relational Discipline; and Reading Tactics for Elementary Students With Learning Difficulties.

He earned a doctorate in special education from the University of North Carolina.

Laura Waller is an author and presenter with a strong focus on thematic teaching, technology, and differentiated instruction. With a background in linguistics and ESL, Laura serves K–6 underprivileged children and Title I students who struggle in reading, math, and writing. After starting her career as a reading specialist in District of Columbia Public Schools, Laura moved to rural North Carolina and began teaching second grade in another Title I school. She is a member of the Jones County World View Team and Delta Kappa Gamma.

Laura is coauthor of Differentiation and Response to Intervention in Reading for Elementary and Middle School Grades and Revolution in the Classroom Differentiation, Technology, and Response to Intervention for Teaching 21st Century Skills. She is featured in a professional development video about response to intervention teaching tactics in mathematics and has received grants for innovative work bringing differentiation into the classroom.

A graduate of Appalachian State University in North Carolina, Laura earned a bachelor’s degree in Spanish and a second bachelor’s degree in communications. She earned a master’s degree in elementary education from Johns Hopkins University.