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Reading Success in the Primary Years

An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention

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  • Open Access
  • © 2020

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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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About this book

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



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Table of contents (8 chapters)

  1. The Reading Success Project

  2. The Reading Success Project (Results)

  3. Findings from Teacher Interviews and Recommendations

Reviews

"The research reported in this book should be of interest to all teachers who want to improve the literacy outcomes of their students. The authors have undertaken challenging research in real Australian classrooms. Working with teachers, speech pathologists, school leadership teams and students, they describe and present results from a carefully designed research project that spanned two school years. Using a mixture of methods involving statistical analyses of results as well as in-depth interviews, the authors present findings that are important and relevant for teachers of reading and literacy in Years 1 to 4. Teachers who are motivated to do a better job for their students will find compelling approaches that can be adapted in their own classrooms. The authors provide excellent examples of up-to-date research and how this can be translated into practice. I recommend the book to all teachers of junior primary school students." – James Chapman, Professor of Educational Psychology, Massey University, New Zealand


Authors and Affiliations

  • Griffith University, Southport, Australia

    Marleen F. Westerveld

  • University of Queensland, St Lucia, Australia

    Rebecca M. Armstrong

  • University of Southern Queensland, Springfield Central, Australia

    Georgina M. Barton

About the authors

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.

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

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