Essentials of Dyslexia Assessment and Intervention

Nancy Mather, PhD, is a Professor at the University of Arizona in the Department Disability and Psychoeducational Studies. She specializes in the areas of assessment, reading, writing, and learning disabilities. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She has published numerous articles and books and conducts workshops on assessment and instruction nationwide. She is a co-author of the Woodcock-Johnson III and has co-authored two books on interpretation and application of the WJ III.
 
Barbara J. Wendling, MA, is the Education Director for the Woodcock-Muñoz Foundation. In addition, she conducts training workshops nationwide on topics related to assessment and linking assessment to instruction. Barbara has served as a general education teacher, a learning disabilities specialist, a product manager for a test publishing company, and an educational consultant. She has a number of publications related to assessment and instruction and is a co-author of the Woodcock Interpretation and Instructional Interventions Program.
Both authors have coauthored numerous Essentials volumes, and cowrote together the Essentials of Evidence-Based Academic Interventions, one of the series' best-selling titles.

User-friendly and accessible, this indispensible guide combines research, assessment, and treatment interventions of dyslexia in one concise volume. The authors address the components that need to be considered in the assessment of dyslexia, both cognitive and academic, and include descriptions of the various tests that might be utilized in a comprehensive dyslexia assessment.

Chapter 1 Understanding Dyslexia
 
Chapter 2 A Brief History of Dyslexia
 
Chapter 3 The Brain and Dyslexia
 
Chapter 4 Genetics and the Environment
 
Chapter 5 Assessment of the Cognitive and Linguistic Correlates of Dyslexia
 
Chapter 6 Assessment of Decoding, Encoding, and Reading Fluency
 
Chapter 7 Instruction in Phonological Awareness: Early Reading/Spelling Skills
 
Chapter 8 Instruction in Basic Reading and Spelling Skills
 
Chapter 9 Instruction in Reading Fluency
 
Chapter 10 Technology Applications for Students with Dyslexia
 
Chapter 11 Dyslexia in Different Languages and English Language Learners
 
Chapter 12 Dyslexia in the Schools
 
Appendix
 
Glossary
 
References
 
Annotated Bibliography
 
Index