Abstract
Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school psychologists to use in the consultation process when working with teachers to address students’ reading difficulties. The paper delineates the important facets of instructional consultation and considerations to take into account including: entering the consultation relationship, effectively identifying the problem and underlying cause, identification of the appropriate intervention, monitoring implementation integrity, and the termination of the consultation relationship. Specific intervention strategies and resources are also provided to offer the school psychologist potential resources.
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