Explores best-practices strategies for evaluating, instructing, and remediating phonic and spelling abilities
Analyzes research across reading acquisition, comprehension, disabilities, and instruction for school psychologists and related education professionals
Examines genetic, environmental, and neurophysiological factors that lead to reading difficulties
Discusses reading development in English language learners

Autorentext

David A. Kilpatrick, Ph.D., is Professor of Psychology at the State University of New York College at Cortland. He has been teaching courses on learning disabilities for more than 20 years. Dr. Kilpatrick is also a New York State certified school psychologist and has conducted hundreds of evaluations of students with learning disabilities. He received his doctorate in psychology from Syracuse University. Dr. Kilpatrick is the author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley & Sons, 2015) and Equipped for Reading Success (Casey & Kirsch, 2016).

R. Malatesha Joshi, Ph.D., is Professor of Reading/Language Arts Education, ESL, and Educational Psychology at Texas A&M. He is the Editor of the Reading and Writing: An Interdisciplinary Journal, co-author with P. G. Aaron and D. Quatroche of Becoming a Professional Reading Teacher (Brookes, 2008), and the Series Editor of Springer's Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education.

Richard K. Wagner, Ph.D., is Distinguished Professor of Psychology at Florida State University and Associate Director of the Florida Center for Reading Research. He is the author or co-author of more than 100 scientific research articles on reading, and author or editor of several books. Dr. Wagner is a co-author of the Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2) and the Test of Word Reading Efficiency-Second Edition (TOWRE-2). In 2012, Dr. Wagner and his colleague Joseph Torgesen, Ph.D., were co-recipients of the Distinguished Scientific Contributions award from the Society for the Scientific Study of Reading.

Inhalt
Section I: Reading Development and Difficulties .- Chapter 1. Componential Model of Reading (CMR): Implications for Assessment and Instruction of Literacy Problems.- Chapter 3. Phonics and Spelling: Learning the Structure of Language at the Word Level.- Chapter 4. Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning.- Chapter 5. Reading Comprehension and Reading Comprehension Difficulties.- Chapter 6. Assessing Reading in Second Language Learners: Development, Validity, and Educational Considerations.- Section II: Assessment and Intervention .- Chapter 7. The Identification of Reading Disabilities.- Chapter 8. Effective Prevention and Intervention for Word-Level Reading Difficulties.- Section III: Biological Perspectives .- Chapter 9. Behavior-Genetic Studies of Literacy Development: A Commentary for Professionals in Psychology and Education.- Chapter 10. The Neurobiological Strands of Developmental Dyslexia: What We Know and What We Don't Know.