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

• Author: Westerveld, Marleen F.
• TeilnehmendeR: Armstrong, Rebecca M.; Barton, Georgina M.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (156 pages)

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.