Julia M. Carroll is an Associate Professor at the University of Warwick. Claudine Bowyer-Crane is a Senior Lecturer at Sheffield Hallam University and a chartered psychologist.Fiona J. Duff is a Post-Doctoral Research Fellow in the Department of Psychology at the University of York.Charles J. Hulme is Professor of Psychology at the University of York.Margaret J. Snowling is Professor of Psychology at the University of York and a chartered clinical psychologist.Illustrations by Dean Chesher

• List of Figures. List of Tables.List of Boxes.About the Authors.Foreword (Sir Jim Rose).Acknowledgements.Chapter 1 Theoretical Framework: Foundations of Learning to Read.Chapter 2 The Importance of Evidence.Chapter 3 Principles of Intervention: Screening, Assessment and Monitoring Progress.Chapter 4 The Nuffield Language for Reading Study.Chapter 5 The Phonology with Reading Programme.Chapter 6 The Oral Language Programme.Chapter 7 Adapting the Programme for Children with Different Needs.Chapter 8 Programme Delivery: Training, Implementation and Feedback.References.Glossary.Appendices.Appendix 3.1 Reference List for Assessment Tests.Appendix 5.1 List of Books Used for Group Work.Appendix 6.1 Example Sessions from the OL Programme.6.1.1 Introduction Session.6.1.2 Instruction Session.6.1.3 Consolidation Week Session.Appendix 6.2 Nursery Rhyme Time.Appendix 6.3 Resources Used to Develop the Programme.Appendix 8.1 The P+R Programme Manual.Appendix 8.2 The OL Programme Manual.Appendix 8.3 Handout for Describing Segmenting and Blending.Appendix 8.4 Examples of Inconsistent Letter-Sound Correspondences.Appendix 8.5 Handout to Support Individual Book Reading.Appendix 8.6 Individual Book Reading Strategies.Appendix 8.7 Guidelines for Developing Sight Word Reading.Appendix 8.8 Handout on Speech Production.Appendix 8.9 Example of a Narrative Task.Index.

"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011

Julia M. Carroll is an Associate Professor at the University of Warwick. Claudine Bowyer-Crane is a Senior Lecturer at Sheffield Hallam University and a chartered psychologist.Fiona J. Duff is a Post-Doctoral Research Fellow in the Department of Psychology at the University of York.Charles J. Hulme is Professor of Psychology at the University of York.Margaret J. Snowling is Professor of Psychology at the University of York and a chartered clinical psychologist.Illustrations by Dean Chesher

• List of Figures. List of Tables.List of Boxes.About the Authors.Foreword (Sir Jim Rose).Acknowledgements.Chapter 1 Theoretical Framework: Foundations of Learning to Read.Chapter 2 The Importance of Evidence.Chapter 3 Principles of Intervention: Screening, Assessment and Monitoring Progress.Chapter 4 The Nuffield Language for Reading Study.Chapter 5 The Phonology with Reading Programme.Chapter 6 The Oral Language Programme.Chapter 7 Adapting the Programme for Children with Different Needs.Chapter 8 Programme Delivery: Training, Implementation and Feedback.References.Glossary.Appendices.Appendix 3.1 Reference List for Assessment Tests.Appendix 5.1 List of Books Used for Group Work.Appendix 6.1 Example Sessions from the OL Programme.6.1.1 Introduction Session.6.1.2 Instruction Session.6.1.3 Consolidation Week Session.Appendix 6.2 Nursery Rhyme Time.Appendix 6.3 Resources Used to Develop the Programme.Appendix 8.1 The P+R Programme Manual.Appendix 8.2 The OL Programme Manual.Appendix 8.3 Handout for Describing Segmenting and Blending.Appendix 8.4 Examples of Inconsistent Letter-Sound Correspondences.Appendix 8.5 Handout to Support Individual Book Reading.Appendix 8.6 Individual Book Reading Strategies.Appendix 8.7 Guidelines for Developing Sight Word Reading.Appendix 8.8 Handout on Speech Production.Appendix 8.9 Example of a Narrative Task.Index.

"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011

Julia M. Carroll is an Associate Professor at the University of Warwick. Claudine Bowyer-Crane is a Senior Lecturer at Sheffield Hallam University and a chartered psychologist.Fiona J. Duff is a Post-Doctoral Research Fellow in the Department of Psychology at the University of York.Charles J. Hulme is Professor of Psychology at the University of York.Margaret J. Snowling is Professor of Psychology at the University of York and a chartered clinical psychologist.Illustrations by Dean Chesher

• List of Figures. List of Tables.List of Boxes.About the Authors.Foreword (Sir Jim Rose).Acknowledgements.Chapter 1 Theoretical Framework: Foundations of Learning to Read.Chapter 2 The Importance of Evidence.Chapter 3 Principles of Intervention: Screening, Assessment and Monitoring Progress.Chapter 4 The Nuffield Language for Reading Study.Chapter 5 The Phonology with Reading Programme.Chapter 6 The Oral Language Programme.Chapter 7 Adapting the Programme for Children with Different Needs.Chapter 8 Programme Delivery: Training, Implementation and Feedback.References.Glossary.Appendices.Appendix 3.1 Reference List for Assessment Tests.Appendix 5.1 List of Books Used for Group Work.Appendix 6.1 Example Sessions from the OL Programme.6.1.1 Introduction Session.6.1.2 Instruction Session.6.1.3 Consolidation Week Session.Appendix 6.2 Nursery Rhyme Time.Appendix 6.3 Resources Used to Develop the Programme.Appendix 8.1 The P+R Programme Manual.Appendix 8.2 The OL Programme Manual.Appendix 8.3 Handout for Describing Segmenting and Blending.Appendix 8.4 Examples of Inconsistent Letter-Sound Correspondences.Appendix 8.5 Handout to Support Individual Book Reading.Appendix 8.6 Individual Book Reading Strategies.Appendix 8.7 Guidelines for Developing Sight Word Reading.Appendix 8.8 Handout on Speech Production.Appendix 8.9 Example of a Narrative Task.Index.

"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011