Reading Success in the Primary Years : An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention

Marleen F. Westerveld

ISBN 10: 9811534918 / ISBN 13: 9789811534911

Editore: Springer, Springer, 2020

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Druck auf Anfrage Neuware - Printed after ordering - This open access book describes the Reading Success project, in which a 5-step, assessment-to- intervention process, based on the Simple View of Reading, was used within a primary school setting in Australia to better support those students who struggle with reading. It provides an easily accessible overview of each step of the process involved in implementing this approach and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting.It focuses on the decision-making processes used, such as rich dialogue with the leadership team and teachers, and shares participants' perspectives gathered throughout the project.Using case studies, the book describes how the 5-step approach assists in creating detailed profiles of students' strengths and weaknesses in spoken and written language skills that can be used to guide targeted interventionThis book offers valuable insights for educators, speech pathologists, researchers, and pre-service teacher education students interested in the teaching of reading.

Codice articolo 9789811534911

Dati bibliografici

• Titolo: Reading Success in the Primary Years : An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention
• Editore: Springer, Springer
• Data di pubblicazione: 2020
• Lingua: Inglese
• ISBN 10: 9811534918
• ISBN 13: 9789811534911
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 241 L x 160 A x 14 P (millimetri) 241 millimetri di larghezza per 160 millimetri di altezza per 14 millimetri di profondità
• Peso: 424 grammi

Descrizione articolo

Riassunto

This open access book describes the Reading Success project, in which a 5-step, assessment-to- intervention process, based on the Simple View of Reading, was used within a primary school setting in Australia to better support those students who struggle with reading. It provides an easily accessible overview of each step of the process involved in implementing this approach and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting. 

 

It focuses on the decision-making processes used, such as rich dialogue with the leadership team and teachers, and shares participants’ perspectives gathered throughout the project. 

Using case studies, the book describes how the 5-step approach assists in creating detailed profiles of students’ strengths and weaknesses in spoken and written language skills that can be used to guide targeted intervention

 

This book offers valuable insights for educators, speech pathologists, researchers, and pre-service teacher education students interested in the teaching of reading

Informazioni sull'autore

Marleen Westerveld, PhD, is an Associate Professor in Speech Pathology at the School of Allied Health Sciences at Griffith University. She has a solid track record in applied research in the areas of (emergent) literacy and oral language development in typically developing children, children with developmental language disorders, and children with language disorders associated with biomedical conditions, such as Down syndrome and autism spectrum disorder. Dr Westerveld has attracted over $1.5 million in research funding as principal investigator and has published more than 60 peer-reviewed research papers on topics of language and literacy. Dr Westerveld is currently  the chair of the Child Language Committee of the International Association of Logopedics and Phoniatrics.

Rebecca Armstrong, PhD, is a lecturer in Speech Pathology at the University of Queensland in Australia. She worked as a clinical speech pathologist for the Department of Education (Queensland) prior to commencing her academic appointment at the University of Queensland. Dr Armstrong researches in the areas of language and literacy for school-aged populations, including children with autism spectrum disorders. She also has a track record in population-based research examining the early life predictors and long-term outcomes of language impairment.

Georgina Barton, PhD, is a Professor at the School of Education at the University of Southern Queensland in Australia, where she is Associate Head of School – Research and discipline lead for literacies and pedagogy. Dr Barton has taught English, literacy, and arts education in higher education. She has attracted over $1.4 million in research funding as both a project leader and team member. With over 120 publications, Dr Barton has utilised a range of methodologies, including arts-based research, case-study design, ethnography and narrative inquiry. Her latest book is Developing Literacy and the Arts in Schools, published by Routledge.