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.
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)
“Wow! This book is an outstanding resource for school psychologists and other school professionals searching for evidence-based reading interventions and real-world examples of how to use them in practice. The strategies covered within are comprehensive in nature, covering all reading problems commonly exhibited by students, including phonological awareness, phonics, oral reading fluency, and reading comprehension. Written in accessible language and organized intuitively by reading intervention strategy, each chapter includes intervention materials, intervention plans, progress monitoring resources, and treatment fidelity guides that can be used to direct one’s own intervention processes. This book will surely be an invaluable source for both school-based practitioners and trainers of school psychologists alike for many years to come!
—Liz McCallum, PhD, Chair of the Department of Counselor Education and School Psychology at Duquesne University, USA
“Are you seeking more specific strategies to help struggling readers? Reading Intervention Case Studies for School Psychologists is your answer. This compilation of evidence-based strategies makes it easier to select appropriate interventions and implement them with fidelity. Within the framework of the problem-solving model, the case study approach brings the content to life and provides a roadmap for effectively implementing and evaluating interventions. Every school psychologist can learn and implement the strategies, in turn, helping students develop reading skills in an overburdened intervention system. The research behind the strategies is presented so that the reader can trust the methodologies. This should be a resource on every school psychologist’s shelf.”
—Lisa Kelly-Vance, PhD, Professor and Director of the School Psychology Graduate Program at University of Nebraska Omaha, USA, and Past President of the National Association of School Psychologists (2018-19)
“Reading is the most fundamental academic skill that students learn in school, yet many students are struggling readers in need of additional or enhanced instructional support. Embedded within a multi-tiered framework and systematic problem-solving model, Coolong-Chaffin, Hawkins, and Axelrod have curated fourteen distinct, evidence-based, and informative instructional strategies for reading. The rich case studies highlight each strategy’s basis in research with consideration given to intervention selection, implementation, and evaluation. Pragmatic resources are provided in every chapter, allowing for immediate application by school psychologists and related service providers supporting implementation. The result is a must-have resource for educators supporting reading instruction and intervention in the schools, and trainees who will do so in the future.”
—Daniel S. Newman, PhD, NCSP, Associate Professor and Program Coordinator in the School Psychology Program at University of Cincinnati, USA