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.