Magazine article National Association of School Psychologists. Communique

Reading Assessment and Intervention

Magazine article National Association of School Psychologists. Communique

Reading Assessment and Intervention

Article excerpt

Reading Assessment and Intervention ESSENTIALS OF ASSESSING, PREVENTING, AND OVERCOMING READING DIFFICULTIES By D. A. Kilpatrick 2015, Wiley

Communiqué readers who regularly check in with the NASP Communities will be familiar with Dr. David Kilpatrick's frequent contributions to the discussions, particularly when the content involves reading. In fact, not only is Dr. Kilpatrick a professor and researcher in the area of reading development, assessment, and interventions, but he is also a practicing school psychologist who has conducted innumerable evaluations on students referred for reading difficulties, clearly making him highly qualified for writing an "essentials" book on this topic.

In Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, Kilpatrick attempts to close the gap between the extensive research on reading (its acquisition, how best to teach it, how to assess when there are problems, and how to intervene effectively) and the knowledge base of school-based personnel including school psychologists. He states early on that his goal is to impact some of the long-held beliefs about reading that seem to lack research confirmation. Essentials of Assessing, Preventing, and Overcoming Reading Difficulties is long and, at points, not an easy read; however, it will provide you with knowledge that otherwise could only have been gained by accessing the many research articles to which Kilpatrick refers. For school psychologists who are frequently faced with referrals of students who are making limited progress in reading, this book is a must read.

Kilpatrick's book is divided into 13 chapters. He begins with a discussion of the gap between reading research and classroom instructional practice and follows this with a focus on how reading is actually taught and why the current approaches often do not adequately address the needs of struggling readers. In the introductory chapter, Kilpatrick provides compelling evidence for providing better preservice training in the reading research (how to instruct, assess, and intervene) for school psychologists, as we are the ones who are faced with figuring out why students are not succeeding as readers. Next, Kilpatrick examines the classic approaches that have typically been utilized to instruct reading (visual memory, three cueing system, phonics) and provides evidence as to why none of these approaches are adequate for struggling readers. …

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