Contains thirteen essays in which contributors provide background and overviews of the Three-Tiered Approach reading program, discuss issues related to primary, secondary, and tertiary intervention, as well as implementation.
Explains how children learn to read and presents techniques for teaching children of all reading proficiency levels in small groups, moving away from rigid ability-based groups and focusing on more flexible criteria for group formation.
Examines the practice of retelling as a method of teaching reading comprehension, presenting strategies appropriate for three stages of literacy learning, including emergent, early fluent, and fluent.
