Reading Success in the Primary Years An Evidence-Based Interdiscipli
This 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 w
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Reading Success in the Primary Years An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention
Reading Success in the Primary Years
Marleen F. Westerveld Rebecca M. Armstrong Georgina M. Barton •
Reading Success in the Primary Years An Evidence-Based Interdisciplinary Approach to Guide Assessment and Intervention
•
Marleen F. Westerveld Griffith University Southport, QLD, Australia
Rebecca M. Armstrong University of Queensland St Lucia, QLD, Australia
Georgina M. Barton University of Southern Queensland Springfield Central, QLD, Australia
ISBN 978-981-15-3491-1 ISBN 978-981-15-3492-8 https://doi.org/10.1007/978-981-15-3492-8
(eBook)
© The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
Preface
The overall aim of the Reading Success project described in this book is the systematic and accurate identification of students’ reading profiles within a primary school setting in Australia to better support the reading outcomes of those students who struggle in reading. We embraced an education–speech pathology collaborative practice model (see Archibald, 2017), in line with speech pathology Australia’s clinical guideline for speech pathologists working in literacy (Serry et al., 2016). In this study, w
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