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Academic Skills Problems: Direct Assessment…
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Academic Skills Problems: Direct Assessment and Intervention, Second… (edição: 1996)

de Edward S. Shapiro PhD (Autor)

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222798,467 (2.5)Nenhum(a)
This bestselling text provides a comprehensive framework for the direct assessment of academic skills. Presented is a readily applicable, four-step approach for working with students experiencing a range of difficulties with reading, spelling, written language, or math. School-based practitioners are guided sequentially through assessment of the instructional environment, assessment of instructional placement, instructional modification, and progress monitoring. Available separately is a companion workbook containing helpful practice exercises and reproducible forms.… (mais)
Membro:imarinic2
Título:Academic Skills Problems: Direct Assessment and Intervention, Second Edition
Autores:Edward S. Shapiro PhD (Autor)
Informação:The Guilford Press (1996), Edition: 2, 315 pages
Coleções:Sua biblioteca
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Academic Skills Problems: Direct Assessment and Intervention, Third Edition (Guilford School Practitioner) de Edward S. Shapiro Phd

Adicionado recentemente porCarenD, nmatheson, imarinic2, csweder, pdf.library, IIS

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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. ( )
  csweder | Jul 8, 2014 |
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. ( )
  csweder | Jul 8, 2014 |
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This bestselling text provides a comprehensive framework for the direct assessment of academic skills. Presented is a readily applicable, four-step approach for working with students experiencing a range of difficulties with reading, spelling, written language, or math. School-based practitioners are guided sequentially through assessment of the instructional environment, assessment of instructional placement, instructional modification, and progress monitoring. Available separately is a companion workbook containing helpful practice exercises and reproducible forms.

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