Daly, Edward J.; Neugebauer, Sabina; Chafouleas, Sandra; Skinner, Christopher H.

Interventions for Reading Problems, Second Edition : Designing and Evaluating Effective Strategies

“Required reading for anyone interested in research-based approaches to informing decisions within a response-to-intervention (RTI) framework. The key elements of reading instruction include excellent suggestions for enhancing vocabulary knowledge, while  considerable attention is given to meeting the instructional needs of English language learners. What makes this book unique and necessary--even for the RTI expert--is the strong emphasis on measurement at the individual child, building, and program level allowing readers to systematically evaluate their effectiveness to differentiate instruction for all learners.”--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, University of Texas “This second edition is a fantastic ‘must have’ resource for all professionals interested in helping children and youth become proficient readers. It now includes highly valuable chapters on vocabulary instruction, multi-tiered interventions, and diverse learners. The methods described on directly assessing reading problems, and implementing and evaluating reading interventions are the best I have seen!  It is clearly evident that the approaches in this book are directly responsive to the needs of children and youth with reading problems. Every consultant and educator who works with students with reading problems should own this incredibly useful resource.”--Laurice M. Joseph, PhD, Department of School Psychology, The Ohio State University “An impressive team of authors has provided a highly valuable update to their manual on reading interventions in schools. At a time when there is a strong emphasis on evidence-based, explicit reading instruction and response to instruction, this second edition offers a fresh approach to what educators can do when a child does not respond. The authors’ problem-solving model is applied to classroom instruction, with a focus on contemporary issues schools encounter, such as student diversity. All educational professionals, including members of interdisciplinary teams who consult with teachers, will find this book a welcome addition to their bookshelf.”--Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington