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Detalles bibliogr�ficos

T�tulo: Interventions for Reading Problems : Designing and Evaluating Effective Strategies
Editor: Taylor & Francis Group
Fecha de publicaci�n: 2004
Idioma: Ingl�s
ISBN 10: 1593850816
ISBN 13: 9781593850814
Encuadernaci�n: Encuadernaci�n de tapa blanda
Edici�n: 1st Edition.
Estado: Good
Peso: 1,063 libras

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Sinopsis

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 with lay-flat binding 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 in The Guilford Practical Intervention in the Schools Series.

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Edward J. Daly III, PhD, is Associate Professor of Educational (School) Psychology at the University of Nebraska-Lincoln and Program Director of the School Psychology program. Dr. Daly received his doctorate from Syracuse University in 1992 and worked for several years as a school psychologist before becoming a trainer of school psychologists in 1995. His research interests include the application of principles of behavior analysis to resolving children's reading problems. He is especially interested in developing usable and useful technologies for assessing and intervening with children who display reading deficits. Dr. Daly has published numerous articles, books, and book chapters in the fields of school psychology and applied behavior analysis. He previously served as Associate Editor of School Psychology Review and School Psychology Quarterly, and currently serves as guest action editor and reviewer for a number of professional journals.

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.

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