1. An Introduction to Structured Literacy and Poor Reader Profiles, Louise Spear-Swerling 2. Structured Literacy Interventions for Phonemic Awareness and Basic Word Recognition Skills, Stephanie Al Otaiba, Jill H. Allor, & Jennifer Stewart 3. Structured Literacy Interventions for Reading Long Words, Devin M. Kearns, Cheryl P. Lyon, & Shannon L. Kelley 4. Structured Language Interventions for Spelling, Louisa C. Moats 5. Structured Literacy Interventions for Reading Fluency, Roxanne F. Hudson, Erin Munce Anderson, Melissa McGraw, Rebecca Ray, & Alison Wilhelm 6. Structured Literacy Interventions for Vocabulary, Michael D. Coyne & Susan M. Loftus-Rattan 7. Structured Literacy Interventions for Oral Language Comprehension, Richard P. Zipoli & Donna D. Merritt 8. Structured Reading Comprehension Intervention for Students with Reading Difficulties, Elizabeth A. Stevens & Christy R. Austin 9. Structured Language Interventions for Written Expression, Susan Lambrecht Smith & Charles Winthrop Haynes 10. Multicomponent Structured Literacy Interventions for Mixed Reading Difficulties, Louise Spear-Swerling
*Hot topic: First book on structured literacy interventions for students with reading difficulties. *Effective and evidence based: Renowned experts provide explicit, systematic approaches for teaching different components of literacy. *Comprehensive, accessible, user-friendly guide that helps educators design and target interventions for students aged 5 to 11 (grades K-6) depending on their needs. *Practical features include case studies, lesson plans, sample intervention activities, and application activities.
Louise Spear-Swerling, PhD, is Professor Emerita in the Department of Special Education at Southern Connecticut State University. Her research interests focus on children's reading development and literacy difficulties, as well as teacher knowledge for reading instruction; she has presented and published widely on these topics. Dr. Spear-Swerling is the author of two previous books on reading difficulties and is an editorial board member for several journals, including Annals of Dyslexia, Teaching Exceptional Children, and Reading Psychology. A former special educator at the elementary level, Dr. Spear-Swerling prepared both general and special education teacher candidates to teach reading using structured literacy approaches for many years. Currently she consults often for K-12 schools, primarily on cases involving students with severe or persistent literacy difficulties and ways to improve their achievement.