ERIC Number: ED489481
Record Type: Non-Journal
Publication Date: 2004-Nov
Reference Count: 0
Interventions for Reading Problems: Designing and Evaluating Effective Strategies. Practical Intervention in the Schools Series
Daly, Edward J., III; Chafouleas, Sandra; Skinner, Christopher H.
This comprehensive, user-friendly guide meets a growing need for school psychologists and other practitioners called on to work with struggling readers and their teachers. Presented are a systematic framework and a wealth of step-by-step strategies for targeting key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based assessment and intervention practices that do not require major curricular change and can be applied with students of varying ages and ability levels. Featuring over 35 reproducible assessment and instructional tools--in a large-size format for ease of photocopying and use--the book also offers practical pointers for establishing an effective consultation relationship and documenting student progress over time. This book is part of the Practical Intervention in the Schools Series, edited by Kenneth W. Merrell. This book is divided into the following chapters: (1) Introduction and Overview; (2) Where Do You Start as a Consultant?; (3) Selecting and Monitoring Early Literacy Interventions; (4) Producing Measurable Increases in Reading Fluency; (5) Reading Comprehension; and (6) Service Accountability: The Measure of Performance.
Descriptors: Reading Instruction, Reading Difficulties, Intervention, Educational Strategies, School Psychologists, Phonological Awareness, Reading Comprehension, Reading Fluency, Emergent Literacy, Evaluation Methods
Guilford Press, 72 Spring Street, New York, NY 10012. Tel: 800-365-7006, ext. 3 (Toll Free); Tel: 212-431-9800, ext. 3; Fax: 212-966-6708; e-mail: firstname.lastname@example.org.
Publication Type: Books; Guides - General
Education Level: N/A
Audience: Counselors; Teachers; Practitioners
Authoring Institution: N/A