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.
This is Book 1 in the The Guilford Practical Intervention in the Schools Series Series. See all The Guilford Practical Intervention in the Schools Series books here.
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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 per
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