Intensive Reading Interventions for the Elementary Grades

Jeanne Wanzek, Stephanie Al Otaiba, and Kristen L. McMaster

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October 16, 2019
ISBN 9781462541126
Price: $75.00 $63.75
184 Pages
Size: 7" x 10"
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October 16, 2019
ISBN 9781462541119
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184 Pages
Size: 7" x 10"
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September 11, 2019
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184 Pages
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184 Pages
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Jeanne Wanzek, PhD, is Professor and Currey-Ingram Endowed Chair in the Department of Special Education at Peabody College of Vanderbilt University. Her research focuses on effective reading instruction and intervention for students with reading difficulties and disabilities. Prior to receiving her doctorate, Dr. Wanzek worked as a special educator and an elementary teacher. She has over 100 publications in the areas of early reading, learning disability, and adolescent reading intervention. She has worked with several elementary and secondary schools conducting research to improve core classroom instruction and reading intervention implementation. In addition, she has consulted with several schools and districts across the country on the implementation of effective reading instruction.

Stephanie Al Otaiba, PhD, is Professor in the Department of Teaching and Learning at Southern Methodist University, where she is also Patsy and Ray Caldwell Centennial Chair. A former special education teacher, she conducts research on early literacy interventions for students with or at risk for disabilities; response to intervention; and teacher training. She is the author or coauthor of over 130 articles and chapters. Dr. Al Otaiba is a past president of the Division for Learning Disabilities of the Council for Exceptional Children and serves on the executive board of the International Dyslexia Association. She is the editor of the Journal of Learning Disabilities and has served as an associate editor of The Elementary School Journal and Educational Researcher.

Kristen L. McMaster, PhD, is Professor of Special Education in the Department of Educational Psychology at the University of Minnesota. Dr. McMaster's work addresses creating conditions for successful response to intervention for students at risk and students with disabilities. Specific research interests include promoting teachers’ use of data-based decision making and evidence-based instruction, and developing intensive, individualized interventions for students for whom generally effective instruction is not sufficient.
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