Magazine article National Association of School Psychologists. Communique

New Edition of Understanding, Assessing, and Intervening on Reading Problems: An Interview with Laurice Joseph

Magazine article National Association of School Psychologists. Communique

New Edition of Understanding, Assessing, and Intervening on Reading Problems: An Interview with Laurice Joseph

Article excerpt

The second edition of Understanding, Assessing, and Intervening on Reading Problems is upcoming from the National Association of School Psychologists. Communiqué had the opportunity to discuss the book with author Laurice Joseph, PhD, and to find out what the new edition holds in store for readers.

Communiqué: The first edition of Understanding, Assessing, and Intervening on Reading Problems was published in 2006. Why do you think we need a new edition at this time?

Laurice: First and foremost, there has been a substantial amount of published research and new findings on the effectiveness of reading interventions with various types of learners, including English language learners, since the first edition of the book, which was published about 8 years ago. With the establishment and adoption of a common core set of literacy performance standards across the United States and the ever-increasing curricular and accountability demands placed on educators, an updated resource was needed for school psychologists and other consultants working with educators who teach students with reading problems.

Communiqué: What does this book cover and what makes it unique?

Laurice: This book is designed for school psychologists and other consultants who need to gain an understanding of the factors that influence reading development and who need interventions that are targeted at helping children develop critical reading skills such as decoding, fluency, and comprehension. It is for this reason that the book covers a range of content associated with reading. The book is divided into the following two sections: Section 1: Understanding Reading Development, and Section 2: Intervening on Reading Problems. In Section 1, the chapters focus on language development; critical components needed to become a proficient reader; and ecological factors such as home, community, and school environments that influence reading development. In this section, there is also a chapter on general outcome reading assessments that are aimed at identifying students' reading performance levels and monitoring students reading progress over time. In Section 2, the chapters focus on evidence-based general instructional components as well as specific techniques and programs for helping students develop basic reading skills and comprehension strategies. This section concludes with a chapter that addresses the challenges that English language learners experience in acquiring reading skills.

Every chapter in this book ends with three sections called "Summary Points," "Evaluation of Research," and "What Can School Psychologists and Other Educational Consultants Do?" These sections are intended to provide the reader with a snapshot of key ideas and concepts, and practical suggestions that were previously mentioned in greater detail in the body of the chapter.

Communiqué: How much of what is in this new edition is actually new or different from what was in the first edition?

Laurice: The second edition has a wealth of new information. All of the chapters that were included in the first edition have been substantially updated to provide the reader with more depth of content. New chapters have also been added. One of the new chapters is on the influence of language development on reading. This is actually the first chapter of the book. Recently, there has been a considerable amount of research on the links between early language development and literacy skill development. In their practice, many school psychologists and other educational consultants are asked to engage in prevention efforts with regard to literacy problems among young children. Therefore, I felt that it was important to include a chapter describing research on language development and practical ways in which school psychologists and other educational consultants can work with caregivers, daycare workers, and early childhood educators to promote high quality language experiences for young children. …

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