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

Bibliographic Details
Main Author: Westerveld, Marleen F.
Other Authors: Armstrong, Rebecca M., Barton, Georgina M.
Format: eBook
Language:English
Published: Singapore : Springer Singapore Pte. Limited, 2020.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Preface
  • References
  • Acknowledgements
  • Contents
  • Authors and Contributor
  • 1 Reading Success
  • 1.1 Introduction
  • 1.2 Theoretical Frameworks
  • 1.2.1 The Construction-Integration Model
  • 1.2.2 The Simple View of Reading
  • 1.3 Emergent Literacy Skills
  • 1.4 Classifying Struggling Readers
  • 1.5 Reading Comprehension is a Complex Process
  • 1.5.1 Motivation and Self-perception
  • 1.5.2 Reading for Pleasure
  • 1.6 Teaching Reading During the Early Years of Schooling
  • 1.6.1 Systematic and Explicit Teaching of the Key Ingredients
  • 1.6.2 The Importance of Early Reading Success
  • 1.7 Multi-tiered Systems of Support and Response to Intervention (RtI)
  • 1.8 Speech-to-Print Profile
  • 1.9 Evidence-Based Practice from Multiple Perspectives
  • 1.10 Summary
  • References
  • Part I The Reading Success Project
  • 2 Methodology
  • 2.1 A Brief Overview of the School Involved in the Reading Success Project
  • 2.2 Stakeholder Interviews
  • 2.3 Student Reading Self-Concept
  • 2.4 Types of Assessments and Interpretation of Results
  • 2.4.1 Assessment Type
  • 2.4.2 Interpretation of Norm-Referenced Test Results
  • 2.5 Choosing a Reading Comprehension Test
  • 2.6 The Reading Assessment Process Used in the Reading Success Project
  • 2.6.1 Step 1: Assessment of Reading Skills Using a Validated Assessment
  • 2.6.2 Step 2: Further Assessment of Students Who Scored Below Expectations on Reading Comprehension
  • 2.6.3 Step 3: Further Assessment of Word Recognition Skills
  • 2.6.4 Step 4: Creating Speech-to-Print Profiles
  • 2.6.5 Step 5: Provision of Targeted Intervention
  • 2.7 Progress Monitoring
  • 2.7.1 School-initiated Assessments for Reading
  • 2.7.2 Reading Success Project Assessments
  • 2.8 Comparisons Between Project-Initiated Standardised Reading Assessments and School Reading Data
  • 2.9 Summary.
  • Appendix 1: Pre- and Post-interview Prompt Questions
  • Appendix 2: Sample of Assessment Tools to Complete the Speech-to-Print Profile
  • References
  • Part II The Reading Success Project (Results)
  • 3 Reading Success Results Across the Year Groups
  • 3.1 Learning to Read Cohort Results
  • 3.1.1 Step-by-Step Assessment Results-Year One
  • 3.1.2 Considerations When Changing Assessment Cut-off to SS80
  • 3.1.3 Summary-Year One Experimental Test Results
  • 3.2 School-Based Versus Experimental Test Results-Learning to Read Cohort
  • 3.2.1 Year 1: YARC RC Versus PM Benchmark
  • 3.2.2 Year 1: YARC RA Versus PM Benchmark
  • 3.2.3 Summary Year 1 YARC Versus PM Benchmark Results
  • 3.3 Follow-up Results One Year Later-Year Two
  • 3.4 Overall Summary-Learning to Read Cohort
  • 3.5 Reading to Learn Cohort Results
  • 3.5.1 Step-by-Step Assessment Results-Year Four
  • 3.5.2 Summary-Year 4 Experimental Test Results
  • 3.6 School-Based Versus Experimental Test Results-Reading to Learn Cohort
  • 3.6.1 Year 4: YARC Versus PAT-R
  • 3.7 Overall Summary-Reading to Learn Cohort
  • 3.8 Chapter Summary
  • References
  • 4 Reading Self-Concept and Student Perceptions
  • 4.1 Introduction
  • 4.2 Reading Self-Concept Scale: Group Performance
  • 4.3 Student Interviews
  • 4.3.1 Results from the Focus Group
  • 4.3.2 Interview Data Results
  • 4.4 Discussion and Chapter Summary
  • References
  • 5 Intervention Initiatives Across Three Levels of Instruction
  • 5.1 Robust Vocabulary Instruction
  • 5.1.1 Robust Vocabulary Instruction Overview
  • 5.1.2 Intervention Results
  • 5.1.3 Discussion
  • 5.2 Orthographic Knowledge and Phonological Processing Instruction
  • 5.2.1 Intervention Overview
  • 5.2.2 Intervention Results
  • 5.2.3 Discussion
  • 5.3 Expository Text Structure Intervention
  • 5.3.1 Intervention Overview
  • 5.3.2 Intervention Results
  • 5.3.3 Discussion.
  • 5.4 Supplementary Whole-Class Oral Language and Emergent Literacy Intervention
  • 5.4.1 Intervention Overview
  • 5.4.2 Intervention Results
  • 5.4.3 Discussion
  • 5.5 Chapter Summary
  • Appendix Example of Lesson Plan Outlining the Nine Steps to Introducing a New Word
  • References
  • 6 Case Studies
  • 6.1 Case Study 1: James
  • 6.1.1 Assessment Overview: Steps 1 to 4
  • 6.1.2 Case Discussion and Suggestions for Intervention  (Step 5)
  • 6.1.3 Case Study 2: Hannah
  • 6.1.4 Assessment Overview: Steps 1 to 4
  • 6.1.5 Case Discussion and Suggestions for Intervention  (Step 5)
  • 6.2 Case Study 3: Bill
  • 6.2.1 Assessment Overview: Steps 1 to 4
  • 6.2.2 Case Discussion and Suggestions for Intervention  (Step 5)
  • 6.3 Chapter Summary
  • References
  • Part III Findings from Teacher Interviews and Recommendations
  • 7 Feedback
  • 7.1 Phase 1 Staff Interviews
  • 7.1.1 The Importance of a Positive Learning Environment
  • 7.1.2 A Consistent Language for Literacy Learning
  • 7.1.3 Varied Activities as well as a Targeted Approach
  • 7.1.4 Cultural Diversity
  • 7.2 Phase 2 Staff Interviews
  • 7.2.1 Communication
  • 7.2.2 The Importance of Demonstration and Professional Development
  • 7.2.3 Variety of Strategies for Teaching Reading
  • 7.2.4 Having High Expectations and Celebrating Achievements
  • 7.3 Feedback from the School Leadership Team
  • 7.4 Chapter Summary
  • References
  • 8 Implications and Transferability to Other School Contexts
  • 8.1 Introduction
  • 8.2 Take-Home Messages From the Reading Success Project
  • 8.2.1 Time and Resources
  • 8.2.2 Communication
  • 8.2.3 Professional Learning
  • 8.3 Scalability
  • 8.4 Concluding Thoughts
  • References.

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