This book bridges a critical gap between reading research and school-based practice, providing practitioners and students with up-to-date tools to understand, identify, and intervene with students with dyslexia. Grounded in the science of reading, the book addresses common misconceptions and outdated practices that prevent struggling readers with dyslexia from getting effective support, and provides clear, evidence-based alternatives. Assessment protocols incorporating widely used measures are described, as are interpretation frameworks--including the simple view of reading--and intervention planning strategies. The book addresses the critical distinction between identification of dyslexia and eligibility for special education services. User-friendly features include "What Would You Do?" case vignettes, extended assessment examples, and reproducible/downloadable worksheets.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Sheila M. Clonan, PhD, is a licensed psychologist in private practice in Central New York, specializing in the assessment of students with dyslexia, attention-deficit/hyperactivity disorder, and other disabilities. With over 2 decades of experience in public school and university settings, Dr. Clonan has been in private practice since 2015, and is a permanently certified school psychologist. Early in her career, she served as project director of a large, multisite research project investigating the impact of systematic reading instruction on brain function and student outcomes. This experience ignited her passion to ensure that all struggling readers receive effective identification and instruction. In addition to conducting assessments, Dr. Clonan collaborates with school districts, educators, and psychologists to advance their knowledge in understanding, assessing, and intervening for dyslexia and other disabilities. She is a founding board member of The Reading League and teaches courses on dyslexia for their Online Academy. Dr. Clonan has published more than a dozen research articles and book chapters and has presented her findings across the country.
Michelle S. Storie, PhD, is Associate Professor in the Counseling and Psychological Services Department at the State University of New York at Oswego, where she is Coordinator of the School Psychology Program. She is a licensed psychologist and permanently certified school psychologist. Dr. Storie has served as Director of the Syracuse University Psychoeducational Teaching Laboratory since 2000 and has 18 years of experience as a school psychologist. She is a founding board member of The Reading League, a member of the National Joint Committee on Learning Disabilities, and a member of the Professional Advisory Board of the Learning Disabilities Association of America. Dr. Storie runs a part-time private practice, where she specializes in assessment of dyslexia, anxiety, and attention-deficit/hyperactivity disorder. She also conducts professional development for school districts on dyslexia and the science of reading. Dr. Storie's research interests include dyslexia screenings, evidence-based practices for assessment and intervention of reading deficits, educator knowledge of effective reading practices, and the impact of professional development aligned with the science of reading.
