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 Grounded in the science of reading, the book addresses common misconceptions and outdated practices that prevent struggling readers with dyslexia from getting effective support, and provides clear, evidence-based alternatives.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.
