Michael M. Gerber

Learn More
In this paper I comment on recent recommendations that students' responsiveness to instruction (RTI) provides a basis for identification of students as learning disabled. I repeat an earlier argument (Gerber & Semmel, 1985) that teachers embedded in schools are naturally variable in their capacity to respond to differences in students' response to(More)
Storybook reading research with monolingual families suggests that adult strategies used during shared reading provide greater opportunities for children’s verbal participation while facilitating their language and literacy skills. Research of this type with linguistic minority children is relatively uncommon. In the present study, 16 primarily(More)
The performance of 38 male third- and fourth-grade reading disabled/poor decoders and above-average readers/good decoders was compared on a series of six measures of phonological awareness, including tasks that required the ability to segment, blend, and manipulate phonemes. Performance on these tasks was also correlated with phonetic decoding of(More)