e-BOOK

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

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In an attempt to bridge the research-to-practice gap, we present a five-step assessment to intervention process involved in implementing an interdisciplinary and evidence-based approach to the identification of and support for students at risk for or experiencing difficulties in reading in a school setting. We share participants’ perspectives, gathered throughout the study, including the views from leaders, teachers, students, and support staff, such as speech pathologists within the school context. As our aim in this project was not to describe or evaluate current literacy practices, we did not systematically gather information on classroom literacy practices. However, we provide an easily accessible overview of a range of evidence-based and theoretically driven initiatives aimed at enhancing the reading success of primary (or elementary)-aged students in schools. Upon implementing our five-step assessment to intervention framework, schools will be able to (i) identify which students are in need of extra support to facilitate reading success; (ii) create individual speech-to-print profiles for students who show difficulties in reading comprehension; and (iii) initiate targeted support for students with reading difficulties that is firmly based on the assessment results (Munro, 2017).

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Ketersediaan

064

372.4

Website

Tersedia

Informasi Detail

Judul Seri

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No. Panggil

372.4

Penerbit

Singapore : Springer., 2020

Deskripsi Fisik

xvi, 149 hlm.

Bahasa

Inggris

ISBN/ISSN

978-981-15-3492-8

Klasifikasi

372.4

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Pendidikan Dasar - Membaca

Info Detail Spesifik

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Pernyataan Tanggungjawab

Marleen F. Westerveld

Versi lain/terkait

Lampiran Berkas

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