"This is a gem of a book that accomplishes the most difficult task of both providing a research base for the interventions and describing them in meaningful ways for practicing teachers. What makes this book exceptional is that each chapter is packed with instructional practices that are proven to enhance student outcomes."--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, University of Texas"In this timely volume, well-established researchers summarize what is known about how to improve students' reading performance and provide specific ideas for applying this knowledge in schools. It is a valuable resource for educators seeking to use research-based interventions in developing effective literacy programs. The Handbook is unique in its range--preschool through secondary levels--and its comprehensiveness. It addresses content-area instruction; various factors affecting comprehension; writing; the older reader; and more, and presents actual lessons that illustrate instructional strategies. It could serve as a text for a graduate course on working with struggling readers."--Rita M. Bean, PhD, Department of Instruction and Learning (Emerita), University of Pittsburgh
"The editors have done some of the seminal research on response to intervention (RTI) in reading. This volume opens up new dimensions to what RTI in literacy can be and how it can be expanded to include comprehension, vocabulary development, writing, and study skills. It should have a profound effect on the field."--Russell Gersten, PhD, Director, Instructional Research Group, Los Alamitos, California
About the Author
Patricia F. Vadasy, PhD, is Senior Researcher at the Oregon Research Institute in Seattle, Washington. Her background is in early reading acquisition and instruction, instructional design, and intervention research. Dr. Vadasy oversees a research team engaged in research on effective school-based literacy interventions for at-risk and struggling students. She has published findings on her grant-funded intervention research widely in peer-reviewed journals. She is the lead author (with Rollanda E. O’Connor) of the Sound Partners code-oriented supplemental tutoring program and coauthor (with Rollanda E. O’Connor) of the Ladders to Literacy preschool and kindergarten programs.