PDF-(BOOS)-Reading Success in the Primary Years: An Evidence-Based Interdisciplinary Approach

This open access book describes the Reading Success project involving a 5step assessmentto intervention process for systematically and accurately identifying the reading profiles of students within a primary school to better support those students who struggle with readingIt provides an easily accessible overview of each step of the process and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting It focuses on the decisionmaking processes used such as rich dialogue with the leadership team and teachers as well as practical outcomes relating to sustained reading outcomes for students in the school Using case studies the book describes how the 5step approach assists in creating detailed profiles of students strengths and weaknesses in spoken and written language skills that can be used to guide targeted interventionThis book offers valuable insights for educators speech pathologists researchers and preservice teacher education students interested in the teaching of reading04021 Reading Success Part I The Reading Success Project 2 Methodology Part II The Reading Success Project Results 3 Reading Success Results across the Year Groups 4 Reading SelfConcept and Student Perceptions 5 Intervention Initiatives across Three Levels of Instruction 6 Case Studies Part III Findings from Teacher Interviews and Recommendations 7 Feedback 8 Implications and Transferability to Other School Contexts1302Marleen Westerveld PhD is an Associate Professor in Speech Pathology at the School of Allied Health Sciences at Griffith University She has a solid track record in applied research in the areas of emergent literacy and oral language development in typically developing children children with developmental language disorders and children with language disorders associated with biomedical conditions such as Down syndrome and autism spectrum disorder Dr Westerveld has attracted over 15 million in research funding as principal investigator and has published more than 60 peerreviewed research papers on topics of language and literacy Dr Westerveld is currently the chair of the Child Language Committee of the International Association of Logopedics and PhoniatricsRebecca Armstrong PhD is a lecturer in Speech Pathology at the University of Queensland in Australia She worked as a clinical speech pathologist for the Department of Education Queensland prior to commencing her academic appointment at the University of Queensland Dr Armstrong researches in the areas of language and literacy for schoolaged populations including children with autism spectrum disorders She also has a track record in populationbased research examining the early life predictors and longterm outcomes of language impairmentGeorgina Barton PhD is a Professor at the School of Education at the University of Southern Queensland in Australia where she is Associate Head of School Research and discipline lead for literacies and pedagogy Dr Barton has taught English literacy and arts education in higher education She has attracted over 14 million in research funding as both a project leader and team member With over 120 publications Dr Barton has utilised a range of methodologies including artsbased research casestudy design ethnography and narrative inquiry Her latest book is Developing Literacy and the Arts in Schools published by Routledge1802This open access book describes theReading Successproject involving a 5step assessmentto intervention process for systematically and accurately identifying the reading profiles of students within a primary school to better support those students who struggle with readingIt provides an easily accessible overview of each step of the process and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting It focuses on the decisionmaking processes used such as rich dialogue with the leadership team and teachers as well as practical outcomes relating to sustained reading outcomes for students in the school Using case studies the book describes how the 5step approach assists in creating detailed profiles of students strengths and weaknesses in spoken and written language skills that can be used to guide targeted interventionThis book offers valuable insights for educators speech pathologists researchers and preservice teacher education students interested in the teaching of reading1902Explains how to bridge the gap between research and practice in the identification and remediation of students at risk of or experiencing difficulties in readingProvides an easily accessible overview of evidencebased initiatives targeting reading success for all studentsHighlights a collaborative approach to the teaching of reading in primary schoolsIncludes excellent examples of uptodate research in the teaching of reading and how this can be translated into practice3002The research reported in this book should be of interest to all teachers who want to improve the literacy outcomes of their students The authors have undertaken challenging research in real Australian classrooms Working with teachers speech pathologists school leadership teams and students they describe and present results from a carefully designed research project that spanned two school years Using a mixture of methods involving statistical analyses of results as well as indepth interviews the authors present findings that are important and relevant for teachers of reading and literacy in Years 1 to 4 Teachers who are motivated to do a better job for their students will find compelling approaches that can be adapted in their own classrooms The authors provide excellent examples of uptodate research and how this can be translated into practice I recommend the book to all teachers of junior primary school studentsJames ChapmanProfessor of Educational PsychologyMassey University New Zealand4606CC BY 404702Open Access This book is licensed under the terms of the Creative Commons Attribution 40 International License httpcreativecommonsorglicensesb which permits use sharing adaptation distribution and reproduction in any medium or format as long as you give appropriate credit to the original authors 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 books Creative Commons license unless indicated otherwise in a credit line to the material If material is not included in the books 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 holder060530001httpscoversspringernaturecomboo0101httpswwwspringercom978981153491101httpwwwspringercom01Springer Nature ImprintSPRSpringer0101SPVSSpringer Singapore010578997Springer 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Denis M Medeiros, PhD, RD. Dean, UMKC School of Graduate Studies. Why Interdisciplinary Approaches?. Problems facing society tend to be interdisciplinary. Effective solutions to complex issues require understanding of how disciplines impact one another. Josh . Galster. & Laura Rademacher. Overview. What is interdisciplinary?. Your motivation. Integration by design. Examples. Challenges & solutions. Design your own. Image: http. ://. socialsciences.cornell.edu. Susan Staats. Associate Professor-Math. University of Minnesota. staats@umn.edu. Interdisciplinary math is…. Different from “math in context.”. Different from an application.. Must support learning that is significant in a partner discipline.. Seongsook Choi. April 2017. Interdisciplinary collaboration model. (. Amey. and Brown 2005). Problems, issues, challenges. Lessons learned. Interdisciplinary collaboration model. Transdisciplinary. . Curriculum Design. What is “Interdisciplinary Learning”?. Interdisciplinary Learning: . A . knowledge view and curriculum approach that consciously applies methodology and language from more than one discipline to examine a central theme, topic, issue, problem, or work.. Ann Tyler, Associate Dean, College of Health and Human Services. Interim Chair, Department of Speech, Language and Hearing Sciences . Western Michigan University. CAPCSD, April 22, 2016. New Orleans, LA. La gamme de thé MORPHEE vise toute générations recherchant le sommeil paisible tant désiré et non procuré par tout types de médicaments. Essentiellement composé de feuille de morphine, ce thé vous assurera d’un rétablissement digne d’un voyage sur . A Tutorial for Course Design and Proposal Interdisciplinary Studies in the Integration Level of the GEP Introduction to Interdisciplinary Studies……….....................…... Slides 3-5 Defining Interdisciplinary Studies……………………………………..……......... 6-8 1 Chapter 1: Interdisciplinary Studies in the Real World Repko , Introduction to Interdisciplinary Studies. Second Edition. SAGE Publishing, 2017. 2 Learning Outcomes After completing this chapter, you will be able to: *Bryan Garner, Stephen . Tueller. , Michael Bradshaw, Kate Speck, Denna . Vandersloot. , Heather Gotham, Michael . Chaple. , Liz Ball, Alyssa Wolfe, and Steve Martino. *Presented by:. Bryan R. Garner, PhD. Project-ApproachRevised March 10 2021Page 3of 5How Can This Be CrossCurricularThis question is phrased so that students must consider the place about which they are creating the product and the audien ) is . about systematically . reviewing, appraising, and using clinical research findings to aid the delivery of optimum clinical care to patients. . Patient . knowledge of . EBM . is important because it enables them to make more informed decisions about disease management and treatment. . \4\2019. 4. th stage . By Dr Muslim . N.Saeed. . 1. Learning Objectives. To discuss the relevance of Evidence-Based Medicine. To define Evidence-Based Medicine. To list the different levels of evidence . Purpose The Interdisciplinary Lower Leg Assessment Tool, developed by members of the SWRWCP, is an assessment tool to be used for individuals with wounds or swelling of their legs. The form is inte