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Reading success in the primary years...

Armstrong, Rebecca M.

Reading success in the primary yearsan evidence-based interdisciplinary approach to Guide Assessment and Intervention /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading success in the primary yearsby Marleen F. Westerveld, Rebecca M. Armstrong, Georgina M. Barton.
其他題名:	an evidence-based interdisciplinary approach to Guide Assessment and Intervention /
作者:	Westerveld, Marleen F.
其他作者:	Armstrong, Rebecca M.
出版者:	Singapore :Springer Singapore :2020.
面頁冊數:	xvi, 149 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer eBooks
標題:	Reading (Primary)
電子資源:	https://doi.org/10.1007/978-981-15-3492-8
ISBN:	9789811534928$q(electronic bk.)

Reading success in the primary yearsan evidence-based interdisciplinary approach to Guide Assessment and Intervention /
Westerveld, Marleen F.

Reading success in the primary yearsan evidence-based interdisciplinary approach to Guide Assessment and Intervention /[electronic resource] :by Marleen F. Westerveld, Rebecca M. Armstrong, Georgina M. Barton. - Singapore :Springer Singapore :2020. - xvi, 149 p. :ill. (some col.), digital ;24 cm.

1 Reading Success -- Part I The Reading Success Project -- 2 Methodology -- Part II The Reading Success Project (Results) -- 3 Reading Success Results across the Year Groups -- 4 Reading Self-Concept and Student Perceptions -- 5 Intervention Initiatives across Three Levels of Instruction -- 6 Case Studies -- Part III Findings from Teacher Interviews and Recommendations -- 7 Feedback -- 8 Implications and Transferability to Other School Contexts.

Open access.

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.

ISBN: 9789811534928$q(electronic bk.)

Standard No.: 10.1007/978-981-15-3492-8doiSubjects--Topical Terms:

295497
Reading (Primary)

LC Class. No.: LB1525 / .W478 2020

Dewey Class. No.: 372.4

Reading success in the primary yearsan evidence-based interdisciplinary approach to Guide Assessment and Intervention /
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505 0 $a 1 Reading Success -- Part I The Reading Success Project -- 2 Methodology -- Part II The Reading Success Project (Results) -- 3 Reading Success Results across the Year Groups -- 4 Reading Self-Concept and Student Perceptions -- 5 Intervention Initiatives across Three Levels of Instruction -- 6 Case Studies -- Part III Findings from Teacher Interviews and Recommendations -- 7 Feedback -- 8 Implications and Transferability to Other School Contexts.
506 $a Open access.
520 $a 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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