Craig, a former high school teacher and literacy specialist associated with the Florida Department of Education, and Sarlo, a former school psychologist who coordinates the Problem
Solving/Response to Intervention Project in Florida, show secondary teachers and administrators how to improve adolescent literacy through the problem solving/response to intervention process
and use it as a tool for establishing common instructional goals for all students, identifying barriers, developing and implementing research-based instructional plans to address the barriers,
and monitoring student progress. The framework allows teams of teachers to develop literacy programming that involves a multi-tiered system of student supports, including cross-curricular
reading comprehension strategy instruction and targeted reading intervention for students reading below grade level; data-based problem solving for barriers and progress monitoring; and teacher
support through professional development and instructional coaching. No index is provided. Annotation 穢2012 Book News, Inc., Portland, OR (booknews.com)
