Thomas Aquinas College, Sparkill, New York Michael M. Ferretti, PhD, School of Education, University of Delaware, Newark, Delaware Meenakshi Gajria, PhD, Division of Teacher Education, St. Beck, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania Peter Bryant, PhD, Department of Education, University of Oxford, Oxford, United Kingdom Jay Buzhardt, PhD, Juniper Gardens Children’s Project, University of Kansas, Kansas City, Kansas Susan De La Paz, PhD, Department of Special Education, University of Maryland, College Park, Maryland Amy Eppolito, MEd, School of Education, University of Colorado at Boulder, Boulder, Colorado Ralph P. Mary Abbott, PhD, Juniper Gardens Children’s Project, University of Kansas, Kansas City, Kansas Isabel L. O’Connor) of the Ladders to Literacy preschool and kindergarten programs. O’Connor) of the Sound Partners code-oriented supplemental tutoring program and coauthor (with Rollanda E.
She has published findings on her grantfunded intervention research widely in peer-reviewed journals. Vadasy oversees a research team engaged in research on effective school-based literacy interventions for at-risk and struggling students. Her background is in early reading acquisition and instruction, instructional design, and intervention research. Vadasy, PhD, is Senior Researcher at the Washington Research Institute in Seattle, Washington. O’Connor’s current research includes evaluating the effects of early, continuous intervention across the first 4 years of schooling and developing research-based interventions for students with reading difficulties in the intermediate grades. Vadasy) of Ladders to Literacy, a collection of phonological and print awareness activities and scaffolding suggestions for children at risk for reading problems, and the book Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties. Her longitudinal studies of intervention and assessment led to the development (with Patricia F. She taught reading in special and general education classrooms for many years and has conducted numerous intervention studies in special and general education settings, explored procedures to predict in kindergarten and first grade which children are likely to develop reading difficulties, and followed the reading progress of children who received early intervention. O’Connor, PhD, is Professor of Education at the University of California, Riverside. Department of Education Office of Special Education Programs and Institute of Education Sciences, along with the National Institute of Child Health and Human Development To the funding agencies that have supported the research reported by the authors of these chapters- in particular, the U.S.
Reading-Remedial teaching-Handbooks, manuals, etc. Includes bibliographical references and index.
Last digit is print number: 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Handbook of reading interventions / Rollanda E. Printed in the United States of America This book is printed on acid-free paper. 72 Spring Street, New York, NY 10012 All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. © 2011 The Guilford Press A Division of Guilford Publications, Inc.
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