Essentials of Evidence-Based Academic

Federal laws such as No Child Left Behind mandate that schools demonstrate how federal funds are being spent on scientifically based programs, making it essential that practitioners know which procedures are most effective for improving academic performance. Essentials of Evidence-Based Academic Interventions collects in one convenient reference all of the evidence-based interventions for working with children who need help in reading, writing, and math. Easy to use, this practical book for special and general education teachers and school psychologists presents features including "Don't Forget," "Rapid References," and "Test Yourself" questions.

Barbara J. Wendling, MA, has years of clinical experience as an educator and diagnostician in public school settings in both general and special education. Additionally, she has taught university courses, worked in educational and test publishing, and is currently an educational consultant.

Nancy Mather, PhD, is a coauthor of the Woodcock-Johnson® III (WJ III) and has authored or coauthored numerous publications, including Woodcock-Johnson® III: Reports, Recommendations, and Strategies, published by Wiley. She is a Professor at the University of Arizona.

Series Preface	p. xi
General Principles of Evidence-Based Instruction	p. 1
Phonological Awareness and Beginning Phonics	p. 19
Phonics and Sight Word Instruction	p. 33
Reading Fluency	p. 52
Vocabulary and Reading Comprehension	p. 77
Spelling	p. 120
Handwriting and Written Expression	p. 139
Basic Math Skills	p. 167
Math Problem Solving	p. 193
The Relevance of Cognitive Abilities to Academic Interventions	p. 220
References	p. 247
Annotated Bibliography	p. 280
Acknowledgments	p. 283
About the Authors	p. 284
Index	p. 285
Table of Contents provided by Ingram. All Rights Reserved.

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Essentials of Evidence-Based Academic Interventions

Summary

Author Biography

Table of Contents

Supplemental Materials