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Download Academic Skills Problems: Direct Assessment and Intervention by Edward S. Shapiro PhD PDF

By Edward S. Shapiro PhD

This renowned practitioner consultant and textual content provides a good, problem-solving-based method of comparing and remediating educational abilities difficulties. top authority Edward S. Shapiro offers sensible innovations for operating with scholars throughout all grade degrees (K–12) who're suffering from analyzing, spelling, written language, or math. step by step directions are particular for assessing scholars' studying and their educational surroundings, utilizing the information to layout educational ameliorations, and tracking scholar development. The study base for the procedure is accessibly summarized. The significant other workbook, on hand individually, includes perform workouts and reproducible forms. New to This Edition*Incorporates the newest advances in evidence-based evaluate and instruction.*Shows how the author's technique matches completely right into a reaction to intervention (RTI) model.*Chapter and prolonged case instance concentrating on RTI.*30 of the figures, tables, and types are new or revised.

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For example, strategies to teach reading to young children have typically focused on teaching skills such as decoding, word identification, fluency building, word attack, and other phonological awareness skills (Lane, O’Shaughnessy, Lambros, Gresham, & Beebe-Â�Frankenberger, 2001; McCandliss, Beck, Sandak, & Perfetti, 2003; O’Connor, 2000; Trout, Epstein, Mickelson, Nelson, & Lewis, 2003). , Chard, Vaughn, & Tyler, 2002; Hasbrouck, Ihnot, & Rogers, 1999; Skinner, Cooper, & Cole, 1997; Stoddard, Valcante, Sindelar, & O’Shea, 1993; Tingstrom, Edwards, & Olmi, 1995; Vadasy & Sanders, 2008).

A child can perform academically in many formats, including individual seatwork, teacher-led small-group activities, teacher-led large-group activities, independent or small peer groups at learning centers, teacher-led testing activities, cooperative groups, peer-�tutoring dyads, and so forth. Each of these instructional arrangements may result in differential academic performance of the same task. ╇ Assessment should be idiographic rather than nomothetic. The concerns that often drive the assessment process are the identification and evaluation of potential intervention procedures that may assist the remediation process.

This determination requires that periodic assessments be conducted. Because norm-�referenced tests are developed as samples of skills and are therefore limited in the numbers of items that sample various skills, the frequent repetition of these measures results in significant bias. Indeed, these measures were never designed to be repeated at frequent intervals without compromising the integrity of the test. Use of norm-�referenced tests to assess student progress is not possible. In addition to the problem of bias from frequent repetition of the tests, the limited skills assessed on these measures may result in a very poor sensitivity to small changes in student behavior.

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