Interventions for Reading Problems : Designing and Evaluating Effective Strategies

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 convenient large-size format 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, edited by Sandra M. Chafouleas.

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 M. Chafouleas, PhD, is a licensed psychologist with specialty training in school psychology and expertise in education settings and child development. Her scholarly focus includes social, emotional, and behavioral promotion and risk; evaluating responsiveness to supports critical to learning, health, and well-being; and understanding influences on use of particular strategies. Dr. Chafouleas regularly serves as a national presenter and invited speaker and has received awards including an American Psychological Association Presidential Citation. She is Distinguished Professor in the Neag School of Education at the University of Connecticut.

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.