ABSTRACT
With the widespread implementation of evidenced-based core reading programs and multitiered systems of support as a function of Response to Intervention (RTI) practices, schools have an opportunity to maximize instructional time to meet the needs of a wider range of learners in elementary schools than was feasible a decade ago. The vast majority of the research on the effectiveness of RTI has been primarily in the area of reading development in elementary schools (Chard, 2012; Harn, Chard, Biancarosa, & Kame’enui, 2011). Even with the corpus of understanding, schools are still experiencing diffi culties in coordinating personnel and differentiating instruction in essential skill areas (i.e., fl uency, vocabulary, and comprehension) as well as by grade level (i.e., differentiating supports in lower versus upper elementary; Denton, 2012). This chapter will summarize what we know about effective practices in coordinating literacy instruction at the school level as well as provide specifi c instructional and behavioral practices that can be implemented to support effective inclusive practices and improve student outcomes.
