Overview

This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports. This book is in The Guilford Practical Intervention in the Schools Series.

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9781322606064

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Reviews

Required reading for anyone interested in research-based approaches to informing decisions within a multi-tiered framework. The key elements of reading instruction include excellent suggestions for enhancing vocabulary knowledge, while considerable attention is given to meeting the instructional needs of English learners. What makes this book unique and necessary--even for experts in response to intervention--is the strong emphasis on measurement at the individual child, building, and program levels, which allows readers to systematically evaluate their effectiveness in differentiating instruction for all learners. -- Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, University of Texas I have taught courses on literacy interventions for years and always struggle to find the perfect text, but this one fits the bill. With content on response to intervention; specific interventions in key areas, including vocabulary; and assessment techniques, the book is accessible and usable. Case studies demonstrate how the strategies are applied. Perhaps the greatest niche that this volume fills is that of providing literacy strategies for struggling readers that are both easy to implement and evidence based. --Erica Lembke, PhD, Department of Special Education, University of Missouri The impressive team of authors has provided a highly valuable update to their manual on reading interventions in schools. At a time when there is a strong emphasis on evidence-based, explicit reading instruction and response to instruction, this second edition offers a fresh approach to what educators can do when a child does not respond. The authors' problem-solving model is applied to classroom instruction, with a focus on contemporary issues schools encounter, such as student diversity. All educational professionals, including members of interdisciplinary teams who consult with teachers, will find this book a welcome addition to their bookshelves. --Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington A fantastic, 'must-have' resource. The second edition includes highly valuable chapters on vocabulary instruction, multi-tiered interventions, and diverse learners. The methods for directly assessing reading problems and implementing and evaluating reading interventions are the best I have seen! It is clearly evident that the approaches in this book are directly responsive to the needs of children and youth with reading problems. Every consultant and educator interested in helping children and youth become proficient readers should own this incredibly useful book. --Laurice M. Joseph, PhD, Department of School Psychology, The Ohio State University

Author Information

Edward J. Daly III, PhD, is Professor of Educational Psychology at the University of Nebraska-Lincoln. Dr. Daly is a Fellow of Division 16 (School Psychology) of the American Psychological Association (APA). He is a past Editor of the Journal of School Psychology. Dr. Daly's research is in the area of developing functional assessment methods for academic performance problems. He has coauthored or edited several books and numerous chapters and journal articles. Sabina Neugebauer, EdD, is Assistant Professor of Reading in the School of Education at Loyola University Chicago. Her research focuses on the language and literacy development of linguistically diverse students from childhood through adolescence. Dr. Neugebauer has published articles in a number of scholarly journals. She has also taught and collaborated with teachers across multiple settings, including elementary and middle school classrooms, in the United States and abroad. Sandra Chafouleas, PhD, is Dean for Research of the Graduate School and Professor of School Psychology in the Neag School of Education at the University of Connecticut. She is a Fellow of both the APA and the Association for Psychological Science, and an invited member of the Society for the Study of School Psychology. Dr. Chafouleas's research focuses on school-based behavioral issues and the application of evidence-based strategies in schools. She has authored over 100 refereed articles, book chapters, and books. Christopher H. Skinner, PhD, is Professor and Coordinator of School Psychology Programs at the University of Tennessee. He is a recipient of the Lightner Witmer Award and the Senior Scientist Award from APA Division 16 as well as the Fred S. Keller Behavioral Education Award from APA Division 25 (Behavior Analysis). Dr. Skinner's research focuses on enhancing educational outcomes for students with or at risk for disabilities by developing, evaluating, and disseminating contextually valid intervention procedures.

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