Dr. Nicholas D. Young has worked in diverse educational roles for over twenty years, including serving as a director of student services, principal, graduate professor, dean, and superintendent of schools. He holds numerous degrees from Austin Peay State University, Westfield State University, Western New England University, Union Institute & University, and American International College, including a Ph.D. in educational administration and an Ed.D. in psychology. Dr. Young has published widely, recently co-authoring Collapsing Educational Boundaries from Preschool to Ph.D.: Building Bridges Across the Educational Spectrum, Learning Style Perspectives: Impact In the Classroom (3rd edition), and Transforming Special Education Practices: A Primer for School Administrators and Policy Makers.Dr. Christine N. Michael is a thirty-year educational veteran with a variety of professional experiences. She holds degrees from Brown University, Rhode Island College, Union Institute & University, and the University of Connecticut, where she earned a Ph.D. in education and human development and family relations. Previous work has included middle and high school teaching, higher education administration, college teaching, educational consulting, literacy development, Head Start, Upward Bound, GED preparation, and the federal Trio programs. She is currently the Program Director of Low Residency Programs at American International College.

Written by a collection of educators, school administrators, and advocates, this slim volume walks through problems and solutions to a decline in reading during the middle school years. . . .[W]ith its emphasis on the inclusion of scholarly articles, it provides ideal research support for anyone interested in working with administration, grants, and policy changes for school libraries.

• AcknowledgementsPrefaceIntroductionNicholas D. Young and Christine N. MichaelChapter 1Setting the Context for Understanding the Challenges to Middle School LiteracyNicholas D. Young and Christine N. MichaelChapter 2Seeing the Self in Text: Developmental Implications of Reading for Middle School StudentsChristine N. MichaelChapter 3Cracking the Middle School Code: Characteristics of Effective Reading ProgramsSandra DonahChapter 4Reading and the Brain:Using Neuroscience to Improve the Reading ProcessToni Spinelli-Nannen and Roberta GreenChapter 5The Fundamentals of Reading Disorders: Gaining Insight Into Causes and EffectsFrank E. Vargo, Nicholas D. Young, and Richard D. JudahChapter 6Remedial Strategies Every Parent Should Know: Helping Struggling Middle School ReadersJulie DeRoachChapter 7Finding the Hook: Reeling in Reluctant Readers in the Middle GradesTimothy C. Allen and Christine N. MichaelChapter 8Popular Middle School Literacy and Intervention Programs: Research-Based and Teacher-Generated ApproachesNicholas D. Young and Elizabeth JeanChapter 9Applying the Response to Intervention Framework to Reading Challenges: A Multifaceted ApproachJennifer S. Alexander and Nicholas D. Young

Dr. Nicholas D. Young has worked in diverse educational roles for over twenty years, including serving as a director of student services, principal, graduate professor, dean, and superintendent of schools. He holds numerous degrees from Austin Peay State University, Westfield State University, Western New England University, Union Institute & University, and American International College, including a Ph.D. in educational administration and an Ed.D. in psychology. Dr. Young has published widely, recently co-authoring Collapsing Educational Boundaries from Preschool to Ph.D.: Building Bridges Across the Educational Spectrum, Learning Style Perspectives: Impact In the Classroom (3rd edition), and Transforming Special Education Practices: A Primer for School Administrators and Policy Makers.Dr. Christine N. Michael is a thirty-year educational veteran with a variety of professional experiences. She holds degrees from Brown University, Rhode Island College, Union Institute & University, and the University of Connecticut, where she earned a Ph.D. in education and human development and family relations. Previous work has included middle and high school teaching, higher education administration, college teaching, educational consulting, literacy development, Head Start, Upward Bound, GED preparation, and the federal Trio programs. She is currently the Program Director of Low Residency Programs at American International College.

Written by a collection of educators, school administrators, and advocates, this slim volume walks through problems and solutions to a decline in reading during the middle school years. . . .[W]ith its emphasis on the inclusion of scholarly articles, it provides ideal research support for anyone interested in working with administration, grants, and policy changes for school libraries.

• AcknowledgementsPrefaceIntroductionNicholas D. Young and Christine N. MichaelChapter 1Setting the Context for Understanding the Challenges to Middle School LiteracyNicholas D. Young and Christine N. MichaelChapter 2Seeing the Self in Text: Developmental Implications of Reading for Middle School StudentsChristine N. MichaelChapter 3Cracking the Middle School Code: Characteristics of Effective Reading ProgramsSandra DonahChapter 4Reading and the Brain:Using Neuroscience to Improve the Reading ProcessToni Spinelli-Nannen and Roberta GreenChapter 5The Fundamentals of Reading Disorders: Gaining Insight Into Causes and EffectsFrank E. Vargo, Nicholas D. Young, and Richard D. JudahChapter 6Remedial Strategies Every Parent Should Know: Helping Struggling Middle School ReadersJulie DeRoachChapter 7Finding the Hook: Reeling in Reluctant Readers in the Middle GradesTimothy C. Allen and Christine N. MichaelChapter 8Popular Middle School Literacy and Intervention Programs: Research-Based and Teacher-Generated ApproachesNicholas D. Young and Elizabeth JeanChapter 9Applying the Response to Intervention Framework to Reading Challenges: A Multifaceted ApproachJennifer S. Alexander and Nicholas D. Young

Dr. Nicholas D. Young has worked in diverse educational roles for over twenty years, including serving as a director of student services, principal, graduate professor, dean, and superintendent of schools. He holds numerous degrees from Austin Peay State University, Westfield State University, Western New England University, Union Institute & University, and American International College, including a Ph.D. in educational administration and an Ed.D. in psychology. Dr. Young has published widely, recently co-authoring Collapsing Educational Boundaries from Preschool to Ph.D.: Building Bridges Across the Educational Spectrum, Learning Style Perspectives: Impact In the Classroom (3rd edition), and Transforming Special Education Practices: A Primer for School Administrators and Policy Makers.Dr. Christine N. Michael is a thirty-year educational veteran with a variety of professional experiences. She holds degrees from Brown University, Rhode Island College, Union Institute & University, and the University of Connecticut, where she earned a Ph.D. in education and human development and family relations. Previous work has included middle and high school teaching, higher education administration, college teaching, educational consulting, literacy development, Head Start, Upward Bound, GED preparation, and the federal Trio programs. She is currently the Program Director of Low Residency Programs at American International College.

Written by a collection of educators, school administrators, and advocates, this slim volume walks through problems and solutions to a decline in reading during the middle school years. . . .[W]ith its emphasis on the inclusion of scholarly articles, it provides ideal research support for anyone interested in working with administration, grants, and policy changes for school libraries.

• AcknowledgementsPrefaceIntroductionNicholas D. Young and Christine N. MichaelChapter 1Setting the Context for Understanding the Challenges to Middle School LiteracyNicholas D. Young and Christine N. MichaelChapter 2Seeing the Self in Text: Developmental Implications of Reading for Middle School StudentsChristine N. MichaelChapter 3Cracking the Middle School Code: Characteristics of Effective Reading ProgramsSandra DonahChapter 4Reading and the Brain:Using Neuroscience to Improve the Reading ProcessToni Spinelli-Nannen and Roberta GreenChapter 5The Fundamentals of Reading Disorders: Gaining Insight Into Causes and EffectsFrank E. Vargo, Nicholas D. Young, and Richard D. JudahChapter 6Remedial Strategies Every Parent Should Know: Helping Struggling Middle School ReadersJulie DeRoachChapter 7Finding the Hook: Reeling in Reluctant Readers in the Middle GradesTimothy C. Allen and Christine N. MichaelChapter 8Popular Middle School Literacy and Intervention Programs: Research-Based and Teacher-Generated ApproachesNicholas D. Young and Elizabeth JeanChapter 9Applying the Response to Intervention Framework to Reading Challenges: A Multifaceted ApproachJennifer S. Alexander and Nicholas D. Young