{"product_id":"essentials-of-assessing-preventing-and-overcoming-reading-difficulties-isbn-9781118845240","title":"Essentials of Assessing, Preventing, and Overcoming Reading Difficulties","description":"\u003cb\u003ePractical, effective, evidence-based reading interventions that change students' lives\u003c\/b\u003e  \u003cp\u003e\u003ci\u003eEssentials of Understanding and Assessing Reading Difficulties\u003c\/i\u003e is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess \u003ci\u003ewhy\u003c\/i\u003e a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information.\u003c\/p\u003e \u003cp\u003eAlthough a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eBridge the gap between research and practice\u003c\/li\u003e \u003cli\u003eAccurately assess the reason(s) \u003ci\u003ewhy\u003c\/i\u003e a student struggles in reading\u003c\/li\u003e \u003cli\u003eImprove reading skills using the most highly effective evidence-based techniques\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eReading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and \u003ci\u003eEssentials of Understanding and Assessing Reading Difficulties\u003c\/i\u003e shows how to get these students on track.\u003c\/p\u003e \u003cp\u003eSeries Preface xv\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003eAcknowledgments xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne Introduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Unfair Race 1\u003c\/p\u003e \u003cp\u003eThe Importance of Reading 2\u003c\/p\u003e \u003cp\u003eThe Gap Between Reading Research and Classroom Practice 4\u003c\/p\u003e \u003cp\u003eThe Unfortunate Reality About Reading Research: Nobody Knows About It! 4\u003c\/p\u003e \u003cp\u003eWhy IsThere a Gap Between Research and Classroom Practice? 6\u003c\/p\u003e \u003cp\u003eThe Powerful Research Results We Have Been Missing 11\u003c\/p\u003e \u003cp\u003eAcknowledging and Responding to the Gap Between Research and Practice 14\u003c\/p\u003e \u003cp\u003eSummary 20\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo How We Teach Reading and Why It Does Not Work With Struggling Readers 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Very Brief History of Reading Instruction 24\u003c\/p\u003e \u003cp\u003eWhy Our Current Approaches to Reading Instruction Are Ineffective With Struggling Readers 26\u003c\/p\u003e \u003cp\u003eThe Visual Memory Hypothesis of Word Reading 30\u003c\/p\u003e \u003cp\u003eThe Three Cueing Systems Model of Reading 35\u003c\/p\u003e \u003cp\u003eThe Phonics Approach to Reading 41\u003c\/p\u003e \u003cp\u003eSummary 42\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree A Practical Framework for Understanding and Assessing Reading Skills 46\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Simple View of Reading 46\u003c\/p\u003e \u003cp\u003eTypes of Reading Difficulties\/Disabilities 54\u003c\/p\u003e \u003cp\u003eThe Components of Reading 58\u003c\/p\u003e \u003cp\u003eThe Components of Word-Level Reading 60\u003c\/p\u003e \u003cp\u003eThe Components of Linguistic Comprehension 73\u003c\/p\u003e \u003cp\u003eSummary 77\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour Understanding Word Recognition Difficulties 80\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Importance of This Chapter 80\u003c\/p\u003e \u003cp\u003eIntroducing Orthographic Mapping 81\u003c\/p\u003e \u003cp\u003eHow Skilled Word Reading Develops 83\u003c\/p\u003e \u003cp\u003eThe Early Stages of the Reading Process 91\u003c\/p\u003e \u003cp\u003eLearning to Read Irregular Words 104\u003c\/p\u003e \u003cp\u003eThe Research on Orthographic Mapping 109\u003c\/p\u003e \u003cp\u003eHow the Phonological-Core Deficit Hinders Reading Development 114\u003c\/p\u003e \u003cp\u003eWord-Reading Fluency and Orthographic Mapping 121\u003c\/p\u003e \u003cp\u003eStudents Whose Native Language Is Not English 125\u003c\/p\u003e \u003cp\u003eAnswers to the Questions Posed About Reading Difficulties 127\u003c\/p\u003e \u003cp\u003eSummary 129\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive Understanding Reading Comprehension Difficulties 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSpecific Reading Comprehension Impairment 134\u003c\/p\u003e \u003cp\u003eWhat Is Required for Skilled Reading Comprehension? 135\u003c\/p\u003e \u003cp\u003eReader Abilities 136\u003c\/p\u003e \u003cp\u003eText Factors 143\u003c\/p\u003e \u003cp\u003eTask Factors 144\u003c\/p\u003e \u003cp\u003eStudents Whose First Language Is Not English 144\u003c\/p\u003e \u003cp\u003eSummary 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Assessing Phonological Processing Skills 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Introduction to Intervention-Oriented Assessment of Reading 149\u003c\/p\u003e \u003cp\u003eIssues in Assessing Phonological Skills 154\u003c\/p\u003e \u003cp\u003ePhonological Awareness Assessment 165\u003c\/p\u003e \u003cp\u003ePhonological Blending Assessment 170\u003c\/p\u003e \u003cp\u003eThe Rationale for Assessing Rapid Automatized Naming and Working Memory 172\u003c\/p\u003e \u003cp\u003eSummary 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Assessing Phonics Skills 182\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOrthographic Knowledge 183\u003c\/p\u003e \u003cp\u003eAssessing Phonics Skills 187\u003c\/p\u003e \u003cp\u003eSummary 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight Assessing Word Identification and Reading Fluency 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Assessment of Word-Reading Skills 199\u003c\/p\u003e \u003cp\u003eUntangling the Confound Between Word Recognition and Word Identification 202\u003c\/p\u003e \u003cp\u003eWord Identification Subtests 208\u003c\/p\u003e \u003cp\u003eThe Assessment of Word-Reading Fluency 212\u003c\/p\u003e \u003cp\u003eTypes of Fluency Tasks 214\u003c\/p\u003e \u003cp\u003eSummary 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine Assessing Reading Comprehension and Related Skills 222\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReading Comprehension Assessment 223\u003c\/p\u003e \u003cp\u003eTests of Reading Comprehension 231\u003c\/p\u003e \u003cp\u003eTests of Listening Comprehension 233\u003c\/p\u003e \u003cp\u003eAssessment of Skills That Contribute to Reading Comprehension and Listening Comprehension 235\u003c\/p\u003e \u003cp\u003eSummary 244\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen Effective Approaches for Preventing Reading Difficulties 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePrevention: Removing the Hurdles Before the Race Begins 247\u003c\/p\u003e \u003cp\u003eExperimental Support for Phonological Awareness Instruction 253\u003c\/p\u003e \u003cp\u003eExperimental Support for Explicit and Systematic Letter-Sound Instruction 265\u003c\/p\u003e \u003cp\u003ePractical Considerations Regarding Teaching Letter-Sound Skills and Phonics 269\u003c\/p\u003e \u003cp\u003eThe Centrality of Phonology in Word Reading 275\u003c\/p\u003e \u003cp\u003ePhonological Awareness Training Programs 276\u003c\/p\u003e \u003cp\u003ePreventing Literacy-Related Language Difficulties 280\u003c\/p\u003e \u003cp\u003eSummary 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEleven Effective Approaches for Overcoming or Minimizing Reading Difficulties 286\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntervention with Word-Level Reading Difficulties 289\u003c\/p\u003e \u003cp\u003ePopular Reading Interventions With Modest or Minimal Results 293\u003c\/p\u003e \u003cp\u003eReading Intervention Research With Minimal to Modest Results 301\u003c\/p\u003e \u003cp\u003eThe Phonological Awareness Intervention Continuum 302\u003c\/p\u003e \u003cp\u003eReading Intervention Studies with Highly Successful Results 304\u003c\/p\u003e \u003cp\u003eSpecific Programs Used in Highly Successful Outcome Studies 318\u003c\/p\u003e \u003cp\u003eAddressing Comprehension Difficulties 322\u003c\/p\u003e \u003cp\u003eMaking It Work: Practical Intervention Issues 326\u003c\/p\u003e \u003cp\u003eSummary 329\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwelve Case Illustrations 332\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMild Dyslexic Pattern 333\u003c\/p\u003e \u003cp\u003eSevere Dyslexic Pattern 334\u003c\/p\u003e \u003cp\u003eELL Student 336\u003c\/p\u003e \u003cp\u003eCompensator Pattern 337\u003c\/p\u003e \u003cp\u003eMixed Type 340\u003c\/p\u003e \u003cp\u003eHyperlexic Type 342\u003c\/p\u003e \u003cp\u003eSummary 343\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThirteen Reading Difficulties and Learning Disability Identification 344\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFar Fewer Students with SLD? 345\u003c\/p\u003e \u003cp\u003eCharacteristics That Suggest an Educational Disability—Part 1: SLD in Word-Level Reading 346\u003c\/p\u003e \u003cp\u003eCharacteristics That Suggest an Educational Disability—Part 2: Reading Comprehension 348\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Identifying a Reading Disability 349\u003c\/p\u003e \u003cp\u003eSummary 357\u003c\/p\u003e \u003cp\u003eAfterword 359\u003c\/p\u003e \u003cp\u003eGlossary 361\u003c\/p\u003e \u003cp\u003eFurther Reading 367\u003c\/p\u003e \u003cp\u003eReferences 369\u003c\/p\u003e \u003cp\u003eAbout the Author 399\u003c\/p\u003e \u003cp\u003eAbout the Online Resources 400\u003c\/p\u003e \u003cp\u003eIndex 401\u003c\/p\u003e \"Th[is is] literally the best book ever written in our field.\"\u003cbr\u003e—\u003cb\u003eDr. Maria Murray, Associate Professor of Literacy, State University of NY at Oswego\u003c\/b\u003e \u003cp\u003e\"David Kilpatrick's book, one of Wiley's \u003ci\u003eEssentials of Psychological Assessment\u003c\/i\u003e series, is much more than a synthesis of test reviews, summaries of intervention research, illustrative case studies, and recommendations for reading and literacy interventions. While such content is pro forma in a guide for school psychologists, reading specialists, and educators, this book offers provocative new insights into the nature of reading development, reading difficulties, and effective instruction that deserve wide discussion and application in the field...[This book] represents one of the most potent linkages between science and educational practice available to us now. \"\u003cbr\u003e—\u003cb\u003eDr. Louisa Moats, EdD, review from International \u003ci\u003eDyslexia Association's Perspectives on Language and Literacy,\u003c\/i\u003e Summer 2016, p. 51-52\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"[Kilpatrick's] book is highly recommended for all school psychologist practitioners. It provides a comprehensive foundation in the research on the development of reading skills as well as an in-depth analysis of how to approach assessment and intervention. Understanding what the research says about how and what to instruct is crucial for school psychologists who are working in a multitiered system of support in order to be able to support teachers in choosing effective instruction at the classroom level and beyond.\u003cbr\u003e—\u003cb\u003eLynne O. Thies, PhD, NCSP, review from \u003ci\u003eCommuniqué Newsletter of the National Association of School Psychologists,\u003c\/i\u003e Vol, 45, Issue 2, 2016\u003c\/b\u003e\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eDAVID A. KILPATRICK, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is an Assistant Professor of Psychology at the State University of New York College at Cortland and a New York State Certified School Psychologist with the East Syracuse-Minoa Central School District. An expert and experienced clinician who excels in reading assessment and intervention, Dr. Kilpatrick has conducted over 1000 student evaluations for reading difficulties and disabilities.     \u003c\/p\u003e\u003cul\u003e \u003cli\u003eProvides step-by-step guidelines for organizing an assessment, selecting appropriate instruments, and interpreting results\u003c\/li\u003e \u003cli\u003eExpert advice on formulating interventions and educational programming\u003c\/li\u003e \u003cli\u003eConveniently formatted for rapid reference\u003c\/li\u003e \u003c\/ul\u003e  \u003cp\u003e\u003cb\u003eEffective, evidence-based reading interventions that change students' lives\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEssentials of Assessing, Preventing, and Overcoming Reading Difficulties\u003c\/i\u003e offers school psychologists, reading specialists, and educators a practical and accessible guide to the most relevant research, information, and strategies available for understanding, assessing, and intervening with students who present with reading difficulties.  \u003c\/p\u003e\u003cp\u003eThis essential resource draws on the author's \u003ci\u003eIntervention Oriented Assessment\u003c\/i\u003e, which determines why a student struggles with reading. The author's assessment technique aligns with other well-established assessments and current knowledge about the component skills needed for success in reading. The book also explores how to incorporate the most recent research on word recognition into practice in order to guide curricular decisions, evaluation practices, and intervention approaches. Designed for easy reading as well as quick reference, the text includes case studies that illustrate key concepts, callout boxes, and other design elements to call attention to important information.  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEssentials of Assessing, Preventing, and Overcoming Reading Difficulties\u003c\/i\u003e offers  \u003c\/p\u003e\u003cul\u003e \u003cli\u003eStrategies for accurately assessing the reason(s) why a student struggles with reading\u003c\/li\u003e \u003cli\u003eTechniques for improving reading skills that are highly effective and evidence-based\u003c\/li\u003e \u003cli\u003eGuidelines for interpreting and using the reading components in assessment batteries\u003c\/li\u003e \u003cli\u003eOnline supplemental tools and resources\u003c\/li\u003e \u003c\/ul\u003e  \u003cp\u003eStudents need help now, and \u003ci\u003eEssentials of Assessing, Preventing, and Overcoming Reading Difficulties\u003c\/i\u003e shows how to get these students on track.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989158707429,"sku":"NP9781118845240","price":60.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118845240.jpg?v=1761783032","url":"https:\/\/k12savings.com\/es\/products\/essentials-of-assessing-preventing-and-overcoming-reading-difficulties-isbn-9781118845240","provider":"K12savings","version":"1.0","type":"link"}