Interventions for Reading Problems, Second Edition: Designing and Evaluating Effective Strategies (The Guilford Practical Intervention in the Schools Series) - Tapa blanda

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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 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 Board of Trustees Distinguished Professor in the Neag School of Education at the University of Connecticut. Dr. Chafouleas is the author of more than 150 publications, regularly serves as a national presenter and invited speaker, and is the recipient of multiple national and university awards for her scholarship and mentoring. Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings supporting the needs of children exhibiting social, emotional, and behavioral challenges.

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.