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|Series Preface||p. xi|
|General Principles of Evidence-Based Instruction||p. 1|
|Phonological Awareness and Beginning Phonics||p. 19|
|Phonics and Sight Word Instruction||p. 33|
|Reading Fluency||p. 52|
|Vocabulary and Reading Comprehension||p. 77|
|Handwriting and Written Expression||p. 139|
|Basic Math Skills||p. 167|
|Math Problem Solving||p. 193|
|The Relevance of Cognitive Abilities to Academic Interventions||p. 220|
|Annotated Bibliography||p. 280|
|About the Authors||p. 284|
|Table of Contents provided by Ingram. All Rights Reserved.|
Barbara J. Wendling, MA, has years of clinical experience as an educator and diagnostician in public school settings in both general and special education. Additionally, she has taught university courses, worked in educational and test publishing, and is currently an educational consultant.
Nancy Mather, PhD, is a coauthor of the Woodcock-JohnsonŽ III (WJ III) and has authored or coauthored numerous publications, including Woodcock-JohnsonŽ III: Reports, Recommendations, and Strategies, published by Wiley. She is a Professor at the University of Arizona.