Titlebook: Reading Success in the Primary Years; An Evidence-Based In Marleen F. Westerveld,Rebecca M. Armstrong,Georgin Book‘‘‘‘‘‘‘‘ 2020 The Editor(

Postulate

Reading Success,portance of an evidence-based, collaborative, interdisciplinary approach to identying and supporting?students experiencing difficulties in reading is highlighted. Finally, an explanation of the importance of providing research-based reading supports at increasingly intense levels matched to the student’s needs is provided.

繼而發(fā)生

Reading Self-Concept and Student Perceptionsnities, and threats chart. Findings showed that the students enjoyed reading for relaxation at home but felt the reading practices at school were not always as engaging as they could be for them. The chapter outlines a number of recommendations for schools and teachers in relation to the students’ feedback.

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Reading Self-Concept and Student Perceptionsude data from interviews carried out with students involved in the programme. These students were selected on the basis of their low responses on the RSCS, regardless of their performance in reading. One member of the research team invited the students to participate firstly in a focus group where t

蜿蜒而流

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Case Studiesvention approach explained in Chap.?. assists in creating a detailed profile of each student’s strengths and weaknesses in spoken and written language skills that are needed for successful reading comprehension. We highlight the importance of collaboration between professionals involved in the ident

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Implications and Transferability to Other School Contextsss project, we then consider ways in which the Reading Success project findings and practices shared in this book may be transferable to other contexts. We offer recommendations for best practice for schools wanting to investigate their current practices in the identification of, and support for, st