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“This book presents helpful and timely information to support dyslexia assessment, an important responsibility of school psychologists and other educational evaluators. Clonan and Storie are not 'armchair' experts—while their book is based firmly on the most relevant research, they themselves have extensive experience evaluating and consulting regarding dyslexia. A 'must read'!”

—David A. Kilpatrick, PhD, school psychologist and Professor Emeritus of Psychology, State University of New York at Cortland


“Clonan and Storie, school psychologists with over 50 years combined experience, bring exceptional expertise while clarifying common misconceptions. They offer practical guidance through interactive case studies, sample records, assessment tools, and instructional templates that bring learning alive through real-world applications. This comprehensive text bridges research to practice, providing a solid understanding of dyslexia, science of reading foundations, and much more. It is an invaluable resource for school psychologists and all educators seeking knowledge and applications that will transform practice and change trajectories for students with dyslexia.”

—Laura Stewart, MFA, Chief Academic Officer, 95 Percent Group


“An extremely useful and much-needed resource for school practitioners and trainers. This book provides a wealth of the most current evidence-based assessment and intervention tools that are grounded in the science of reading. The realistic case studies illustrate how to put an array of tools into practice when working with children and youth with dyslexia.”

—Laurice M. Joseph, PhD, School Psychology Program, The Ohio State University


“It is crucial that school psychologists and educators have the expertise to effectively identify dyslexia in order to develop an intervention plan. This essential resource takes a deep dive into how students are assessed, how data are interpreted, and what remediation should look like. Simply exceptional reading for anyone committed to ensuring students learn to read!”

—Norma Francullo, JD, special education attorney, New Jersey and New York

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About the Authors

Sheila M. Clonan, PhD, is a licensed psychologist in private practice in Central New York, specializing in the assessment of students with dyslexia, attention-deficit/hyperactivity disorder, and other disabilities. With over 2 decades of experience in public school and university settings, Dr. Clonan has been in private practice since 2015, and is a permanently certified school psychologist. Early in her career, she served as project director of a large, multisite research project investigating the impact of systematic reading instruction on brain function and student outcomes. This experience ignited her passion to ensure that all struggling readers receive effective identification and instruction. In addition to conducting assessments, Dr. Clonan collaborates with school districts, educators, and psychologists to advance their knowledge in understanding, assessing, and intervening for dyslexia and other disabilities. She is a founding board member of The Reading League and teaches courses on dyslexia for their Online Academy. Dr. Clonan has published more than a dozen research articles and book chapters and has presented her findings across the country.

Michelle S. Storie, PhD, is Associate Professor in the Counseling and Psychological Services Department at the State University of New York at Oswego, where she is Coordinator of the School Psychology Program. She is a licensed psychologist and permanently certified school psychologist. Dr. Storie has served as Director of the Syracuse University Psychoeducational Teaching Laboratory since 2000 and has 18 years of experience as a school psychologist. She is a founding board member of The Reading League, a member of the National Joint Committee on Learning Disabilities, and a member of the Professional Advisory Board of the Learning Disabilities Association of America. Dr. Storie runs a part-time private practice, where she specializes in assessment of dyslexia, anxiety, and attention-deficit/hyperactivity disorder. She also conducts professional development for school districts on dyslexia and the science of reading. Dr. Storie’s research interests include dyslexia screenings, evidence-based practices for assessment and intervention of reading deficits, educator knowledge of effective reading practices, and the impact of professional development aligned with the science of reading.

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Audience

School psychologists, special educators, and reading specialists working with students ages 5–17 (grades K–12); also of interest to classroom teachers.

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Course Use

May serve as a text in advanced undergraduate- and graduate-level courses, such as Psychology of Reading, Perspectives on Learning Disabilities, Psychoeducational Assessment, and Assessment and Intervention of Reading Difficulties.