Early Reading Interventions: Strategies and Methods for Struggling Readers

This text is designed to help teachers understand and implement evidence based practice in early reading intervention. This new resource effectively explains what to teach and how to teach struggling readers in the classroom.

Unlike any other book on the market, Early Reading Interventions focuses on closing the research to practice gap in early reading. The overarching goal of this book is to make educational research related to reading comprehensible and applicable to the classroom. Perfect for a time when the demand for evidence based practice is mandated by both No Child Left Behind (NCLB, 2001) and Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and schools and teachers are struggling to understand and implement evidence based instruction. This book seeks to bridge the gap between research and practice by translating research into practical classroom language. Early Reading Interventions presents the process of teaching reading to struggling readers through data-based decision making and the Core Intervention Model of instruction.

Jill M. Leafstedt, Ph.D. is an assistant professor of Education at California State University. She has worked extensively with young children struggling to learn to read with a special focus on students with learning disabilities and students learning English. Jill has trained numerous teachers, parents, psychologists and paraprofessionals in how to help struggling readers learn to read.

Catherine (Cara) Richards, Ph.D. is an assistant professor in the College of Education at California State University, Long Beach. She has taught students with disabilities and English Learners as a classroom teacher. Cara has also work extensively with school districts on developing Response to Intervention models and has trained teachers to use assessments and interventions that increase student achievement and support RTI models.