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Academic Skills Problems: Direct Assessment and Intervention
This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels (K–12) who are struggling with reading, spelling, written language, or math. Step-by-step guidelines are detailed for assessing students' learning and their instructional environment, using the data to design instructional modifications, and monitoring student progress. The research base for the approach is accessibly summarized. The companion workbook, available separately, contains practice exercises and reproducible forms.
370 pages, Hardcover
First published March 17, 1989
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About the author
Edward Steven Shapiro
8 booksEdward S. Shapiro (b.1951) is a professor of school psychology at the Center for Promoting Research to Practice, College of Education, at Lehigh University (Bethlehem, PA).
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Displaying 1 - 2 of 2 reviews
October 15, 2009
I have really mixed feelings about this book. While I feel that it had several useful parts, I dislike its purpose in my Psychological Testing class for the following reasons:
1. It was written for elementary school PSYCHOLOGISTS. That will not be me. But, my professor IS an elem. school psych, so she LOVES this book. I don't plan to work at the elementary level, NOR be a psychologist.
2. This book might also be helpful for elementary school TEACHERS. Once again, I do not fit either category.
3. The repetitiveness of this book demonstrates that the author does not know how to accurately organize a book. Entire pages of chapters were IDENTICAL. That's ridiculous. Find a better organization technique, or don't make the book so long. If I read it once, I don't need to see the same thing again three chapters later, and if I do, I'll go back and read it.
4. This is just a perosnal pet peeve--but citing yourself? Yuck. Way to have an ego boost.
5. Is there a way to utilize foot notes or end notes? So many sentences and paragraphs become distracting because of the several citations belonging to that sentence.
1. It was written for elementary school PSYCHOLOGISTS. That will not be me. But, my professor IS an elem. school psych, so she LOVES this book. I don't plan to work at the elementary level, NOR be a psychologist.
2. This book might also be helpful for elementary school TEACHERS. Once again, I do not fit either category.
3. The repetitiveness of this book demonstrates that the author does not know how to accurately organize a book. Entire pages of chapters were IDENTICAL. That's ridiculous. Find a better organization technique, or don't make the book so long. If I read it once, I don't need to see the same thing again three chapters later, and if I do, I'll go back and read it.
4. This is just a perosnal pet peeve--but citing yourself? Yuck. Way to have an ego boost.
5. Is there a way to utilize foot notes or end notes? So many sentences and paragraphs become distracting because of the several citations belonging to that sentence.
September 22, 2012
Positives:
Shapiro introduces a variety of interventions as well as additional resources to learn more specific interventions for academic areas.
Case studies at the end helped bring the content full circle.
Information presented is beneficial for teachers and psychologists, more so in the elementary level.
Negatives:
Organization - many times I felt I was reading the same material over again. My professor mentioned his desire for the book to be organized by the RTI process, and I agree. That may make for a more useful read.
Repetition of material
Appropriate gains were made with the interventions. It would have been beneficial to have one case where he discussed where the interventions didn't work as well as expected; therefore, resulting in further testing. Seeing how the "failed" interventions affected the assessment process in terms of choosing tests and making hypothesis would have been a critical piece for further understanding RTI as a whole.
Shapiro introduces a variety of interventions as well as additional resources to learn more specific interventions for academic areas.
Case studies at the end helped bring the content full circle.
Information presented is beneficial for teachers and psychologists, more so in the elementary level.
Negatives:
Organization - many times I felt I was reading the same material over again. My professor mentioned his desire for the book to be organized by the RTI process, and I agree. That may make for a more useful read.
Repetition of material
Appropriate gains were made with the interventions. It would have been beneficial to have one case where he discussed where the interventions didn't work as well as expected; therefore, resulting in further testing. Seeing how the "failed" interventions affected the assessment process in terms of choosing tests and making hypothesis would have been a critical piece for further understanding RTI as a whole.
Displaying 1 - 2 of 2 reviews