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Integrating RTI With Cognitive Neuropsychology: A Scientific Approach to Reading

Steven G. Feifer, DEd, and Douglas A. Della Toffalo, PhD

Purpose:
Assists in diagnosing and remediating reading disorders
Format:
Book
Qualification level:
B
B
A degree from an accredited 4-year college or university in psychology, counseling, speech-language pathology, or a closely related field plus satisfactory completion of coursework in test interpretation, psychometrics and measurement theory, educational statistics, or a closely related area; or license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests. Close

Response to intervention (RTI) is a phrase that has captivated a national movement, redefined educational policy, and, most importantly, has called for public schools to make a renewed commitment toward using scientifically based instructional techniques as the foundation for sound educational practice. Cognitive neuropsychology has also emerged as a leading discipline in forging the inevitable alliance between science and education. This book represents the natural symbiosis between RTI and the brain–behavioral principles of cognitive neuropsychology to assist all educators in better diagnosing and remediating reading disorders in children.

The primary chapters include:

  • Cognitive Neuropsycology and Five Dirty Words
  • Overview of RTI
  • The Phonological Processor
  • The Orthographic Processor
  • Subtypes of Dyslexia
  • The Comprehension Connection
  • Integrating RTI with Cognitive Neuropsychology
  • Two Models, Two Cases
  • 20 Evidence Based Interventions