Interventions for Reading Problems: Designing and Evaluating Effective Strategies (Guilford Practical Intervention in the Schools)

This book is a 'must' for anyone working to help children acquire early to advanced literacy skills. It should be included as required reading in undergraduate- and graduate-level courses in linking academic assessment to intervention. Provided is the most useful, scientifically based discussion to date of how to assess children's performance levels in the context of the literacy instructional environment, apply empirically supported strategies for improving teaching and learning, and evaluate student responsiveness to types of literacy instruction. A wonderful and timely book. - Laurice M. Joseph, Ohio State University

An exciting and powerful book! The volume provides a clear and concise overview of how to help any child who is having difficulty learning to read, with explicit and systematic guidelines for designing and delivering curriculum-based interventions at all levels. Strategies for solving reading problems are scientifically based and presented in the context of the developmental process of acquiring reading skills. Emphasizing the importance of data-based decision making, this book is a unique, comprehensive, best-practice guide. It is an essential text for any course addressing reading difficulties within school psychology and teacher education programs. - Christine E. McCormick, Eastern Illinois University

This practical guide draws on relevant and robust research on language and literacy development and intervention in order to provide a concise and competent handbook for instruction with readers experiencing difficulties. Bringing a breadth and depth of knowledge to their task, the authors outline a map of the field-a way of organizing the 'big picture' of literacy-and then assist the reader to flesh out the details of instruction and intervention. - Diane Beals, University of Tulsa

Sandra Chafouleas, PhD, is currently Assistant Professor in the School Psychology program at the University of Connecticut. Previously, Dr. Chafouleas directed the School Psychology program at Plattsburgh State University of New York. In both positions, she has provided training in behavioral assessment and intervention to future and practicing school psychologists. She also has taught courses in academic and intellectual assessment, ethics, and the roles and functions of school psychologists. Dr. Chafouleas currently serves on the editorial boards of School Psychology Review, School Psychology Quarterly, and Psychology in the Schools. Her primary areas of research interest involve the prevention of reading difficulties and the application of evidence-based strategies to the classroom. Prior to becoming a university trainer, Dr. Chafouleas worked as a school psychologist and school administrator in a variety of settings dealing with children with behavior disorders.

Christopher H. Skinner, PhD, received his doctorate in school psychology from Lehigh University in 1989. He is a Fellow of the American Psychological Association and received the Lightner Witmer Award in 1995 for outstanding scholarship from a young academic or professional. Dr. Skinner is coeditor of the Journal of Behavioral Education. His research interests include academic interventions, learning and skill development, behavioral and curriculum-based assessment, and single-subject research methodologies. As a behavioral school psychologist, Dr. Skinner's work reflects a commitment to advancing the science of school psychology through applied and theoretical research. As a former special education teacher, his research also focuses on applied procedures that can be used to prevent and remedy student problems. Currently he serves as coordinator of School Psychology Programs at the University of Tennessee.