Reading Intervention Case Studies for School Psychologists

Evidence-Based Implementation and Analysis
1. Auflage 2023
ISBN: 978-1-032-23111-2
Verlag: Routledge

Buch, Englisch, 340 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 496 g

Reading Intervention Case Studies for School Psychologists provides vivid, real-world examples of school-based interventions targeting students’ phonological awareness, phonics, fluency, and comprehension in reading. This book offers a rich variety of applied reading interventions in school settings, spanning strategies such as incidental teaching, word boxes, peer tutoring, taped words, story mapping, and beyond. Each case includes thorough descriptions of the specific area of concern, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. School psychologists, along with related professionals in special education, general education, and speech-language pathology, will come away with new insights into this comprehensive set of well-researched and frequently applied reading interventions.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Coolong-Chaffin, Melissa

Hawkins, Renee O.

Axelrod, Michael I.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Lernschwierigkeiten, Legasthenie, ADHS
• Sozialwissenschaften Psychologie Psychologische Disziplinen Angewandte Psychologie

Inhaltsverzeichnis

1. Introduction 2. Rhyming, Alliteration, and Incidental Teaching 3. Word Boxes 4. Kindergarten Peer Assisted Learning Strategies 5. Sound Partners 6. Helping Early Literacy with Practice Strategies (HELPS) Program 7. Multisyllabic Word Decoding with Continuous Reading 8. The Taped Words Intervention 9. Classwide Peer Tutoring 10. REWARDS 11. Self-Monitoring 12. Story Mapping 13. Know-Want to Know-Learn 14. Strategic Notetaking and Flash Cards 15. Read, Ask, Paraphrase, Question (RAP-Q)

Über Autor(innen)

Melissa Coolong-Chaffin is Associate Professor of Psychology in the School Psychology Program and Co-Director of the Academic Intervention Clinic in the Human Development Center at the University of Wisconsin – Eau Claire, USA.

Renee O. Hawkins is Professor of School Psychology and Director of the School of Human Services at the University of Cincinnati, USA.

Michael I. Axelrod is Professor of Psychology in the School Psychology Program and Director of the Human Development Center at the University of Wisconsion – Eau Claire, USA.