Overview
- Explains how to bridge the gap between research and practice in the identification and remediation of students at risk of or experiencing difficulties in reading
- Provides an easily accessible overview of evidence-based initiatives targeting reading success for all students
- Highlights a collaborative approach to the teaching of reading in primary schools
- Includes excellent examples of up-to-date research in the teaching of reading and how this can be translated into practice
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Table of contents (8 chapters)
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Front Matter
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The Reading Success Project
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Front Matter
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The Reading Success Project (Results)
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Front Matter
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Findings from Teacher Interviews and Recommendations
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Front Matter
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Keywords
About this book
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
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Authors and Affiliations
About the authors
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.
Bibliographic Information
Book Title: Reading Success in the Primary Years
Book Subtitle: An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention
Authors: Marleen F. Westerveld, Rebecca M. Armstrong, Georgina M. Barton
DOI: https://doi.org/10.1007/978-981-15-3492-8
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2020
Hardcover ISBN: 978-981-15-3491-1Published: 20 May 2020
eBook ISBN: 978-981-15-3492-8Published: 19 May 2020
Edition Number: 1
Number of Pages: XVI, 149
Number of Illustrations: 18 b/w illustrations, 7 illustrations in colour
Topics: Literacy, Teaching and Teacher Education, Speech Pathology, Assessment, Testing and Evaluation, Early Childhood Education, Schools and Schooling