http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
a guide to improving whole-number knowledge
Cover ; Half Title Page ; Series Page ; Title Page; Copyright; Dedication ; About the Authors; Acknowledgments; Contents; 1. Introduction; Math Matters; What Is Math Proficiency?; Applying Response to Intervention to Math ; The Instructional Hierarchy; Acquisition Stage; Fluency Stage; Maintenance Stage; Generalization Stage; Adaptation Stage; Purpose of This Book; Acquisition; Fluency; Maintenance and Generalization; Conclusion; 2. Effective Core Math Curriculum and Instruction; Curricular Content; Core Instruction; Instructional Content; Instructional Practices.
Supplemental Instructional PracticesComputer-Assisted Instruction; Instructional Process; Peer-Assisted Learning; Conclusion; Appendix 2.1. Peer Tutoring Intervention Brief; 3. Math Screening and Determining Student Groups; Universal Screening Procedures and Tools; Curriculum-Based Measurement; Computer-Adaptive Testing; Determining Risk Status; Student Risk Is Determined-Now What?; Refining Assessment to Match Instructional Interventions; Skill-by-Treatment Interaction; Conclusion; 4. Classwide Math Interventions; Enhancing Computation Fluency and Word-Problem-Solving Skills Classwide.
Classwide InterventionsCover-Copy-Compare; Detect-Practice-Repair; Taped Problems; Explicit Timing; Classroom Hot Math; Differentiating Instruction at the Classwide Level; Conclusion; 5. Computer-Assisted Math Instruction in Schools; Computers in Schools; Computer-Assisted Instruction; CAI and the Instructional Hierarchy; The Effectiveness of CAI; Implementation Considerations; Evaluating Readiness; System-Level Considerations; Student Considerations; Intensity and Implementation Considerations; Program Evaluation; Evidence-Based Teaching Practices; Correspondence to Curriculum.
Data-Driven IndividualizationFeedback to Students; Engaging Programming; Conclusion; 6. Motivation and Math; Self-Regulated Learning; Forethought Phase; Performance Phase; Self-Reflection Phase; Struggling Students; Targeting Motivation; Goals and Goal Setting; Feedback; Promoting Student Self-Monitoring of Math Strategies; Conclusion; 7. Core Features of Tiers 2 and 3 Math Interventions; Students' Difficulties with Math; Content Areas to Target for Intervention; Key Intervention Features for Struggling Students; Explicit Instruction; Strategy Instruction; Sequencing Instruction.
Ongoing Progress Monitoring and FeedbackDrill, Practice, and Cumulative Review; Student Verbalization; Visual Representation; Motivation and Reinforcement; Conclusion; 8. Early Numeracy Interventions; What Is Number Sense?; Counting and Cardinality; Magnitude Comparison; Research-Supported Interventions; Specific Interventions Targeting Number Foundations; Broad Interventions Targeting Whole-Number Knowledge; Conclusion; Appendix 8.1. The Great Race/Race to Space Intervention Brief; 9. Basic and Complex Computation Interventions; Number Combinations: Why Is Automatic Retrieval Important?
Robin S. Codding, Robert J. Volpe, Brian C. Poncy.
Includes bibliographical references and index.
Response to intervention (Learning disabled children)
Guilford practical intervention in the schools series