000 04167nam a22006015i 4500
001 978-981-15-3492-8
003 DE-He213
005 20210304043017.0
007 cr nn 008mamaa
008 200519s2020 si | s |||| 0|eng d
020 _a9789811534928
024 7 _a10.1007/978-981-15-3492-8
_2doi
040 _cМУБИС
050 4 _aLC149-161
072 7 _aCFC
_2bicssc
072 7 _aEDU029020
_2bisacsh
072 7 _aCFC
_2thema
082 0 4 _a374.0124
_223
100 1 _aWesterveld, Marleen F.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aReading Success in the Primary Years
_h[electronic resource] :
_bAn Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention /
_cby Marleen F. Westerveld, Rebecca M. Armstrong, Georgina M. Barton.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aXVI, 149 p. 25 illus., 7 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1 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 0 _aOpen Access
520 _aThis 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.
650 0 _aLiteracy.
650 0 _aTeaching.
650 0 _aSpeech pathology.
650 0 _aAssessment.
650 0 _aChild development.
650 0 _aSchools.
650 1 4 _aLiteracy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O40000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aSpeech Pathology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/H79000
650 2 4 _aAssessment, Testing and Evaluation.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O33000
650 2 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
650 2 4 _aSchools and Schooling.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O52000
700 1 _aArmstrong, Rebecca M.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aBarton, Georgina M.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811534911
776 0 8 _iPrinted edition:
_z9789811534935
856 4 0 _uhttps://doi.org/10.1007/978-981-15-3492-8
942 _2ddc
_cEBOOK
999 _c102135
_d102135