JCPSLP July 2014_Vol16_no2

Maria Lennox is a certified practising speech-language pathologist with the Department of Education Training and Employment, Queensland. Dr Marleen Westerveld is a senior lecturer in the Master of Speech Pathology program at Griffith University, Gold Coast, Queensland. Marleen’s research interests relate to child language, including assessment and intervention in the areas of emergent literacy, bilingualism, and spontaneous language skills. Vacha-Haase, T., & Thompson, B. (2004). How to estimate and interpret various effect sizes. Journal of Counseling Psychology , 51 (4), 473–481. Westerveld, M. F., Gillon, G. T., & Boyd, L. (2012). Evaluating the clinical utility of the Profile of Oral Narrative Ability in 4-year-old children. International Journal of Speech-Language Pathology , 14 (2), 130–140. Miller, J., Gillon, G., & Westerveld, M. (2012). Systematic analysis of language transcripts (SALT), New Zealand Version 2012 [computer software]. Madison, WI: SALT Software LLC. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Neilson, R. (2003). Sutherland phonological awareness test – Revised (SPAT-R) (Revised ed.). Jamberoo, NSW: Author. National Institute of Child Health and Human Development (NICHD). (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology , 41 (2), 428–442. O’Connor, M., Arnott, W., McIntosh, B., & Dodd, B. (2009). Phonological awareness and language intervention in preschoolers from low socio-economic backgrounds: A longitudinal investigation. British Journal of Developmental Psychology , 27 (4), 767–782. Portney, L. G., & Watkins, M. P. (2000). Foundations of clinical research: Applications to practice (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic , 39 (2), 87–98. Renfrew, C. (2010). The Renfrew language scales – Action picture test (Revised ed.). Milton Keynes, UK: Speechmark Publishing. Spencer, T. D., & Slocum, T. A. (2010). The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention , 32 (3), 178–199. Swan, E. (1992). Ko au na galo (Ana gets lost) . Wellington, NZ: Learning Media, Ministry of Education. Tunmer, W. E., & Chapman, J. W., & Prochnow, J. E. (2006). Literate cultural capital at school entry predicts later reading achievement: A seven year longitudinal study. New Zealand Journal of Educational Studies, 41 (2), 183–204.

• Long-term follow-up is needed to evaluate whether the program leads to generalised improvement in literacy skills in later years (O’Connor et al., 2009). Acknowledgements Thanks are extended to the volunteer speech pathology students for their hard work and enthusiasm in assisting with the project. References Adlof, S., Catts, H., & Lee, J. (2010). Kindergarten predictors of second versus eighth grade reading comprehension impairments. Journal of Learning Disabilities , 43 (4), 332–345. Australian Curriculum Assessment and Reporting Authority (ACARA). (2012). The Australian curriculum – English . Author. Available from http://www. australiancurriculum.edu.au/ Australian Government. (2013). A snapshot of early childhood development in Australia 2012 – AEDI national report . Canberra: Author. Boehm, A. E. (2001). Boehm test of basic concepts – Third Edition . San Antonio, TX: The Psychological Corporation. Boudreau, D. (2005). Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools , 36 , 33–47. de Haan, A., Elbers, E., Hoofs, H., & Leseman, P. (2013). Targeted versus mixed preschools and kindergartens: Effects of class composition and teacher-managed activities on disadvantaged children’s emergent academic skills. School Effectiveness and School Improvement , 24 (2), 177–194. Gillon, G. T. (2004). Phonological awareness: From research to practice . New York: The Guilford Press. Glascoe, F. P. (2005). BRIGANCE screens (Revised Australian ed.). Moorabbin, Victoria: Hawker Brownlow Education. Hattie, J. A. C. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement . London: Routledge. Justice, L. M., Mashburn, A., Pence, K. L., & Wiggins, A. (2008). Experimental evaluation of a preschool language curriculum: Influence on children’s expressive language skills. Journal of Speech, Language, and Hearing Research , 51 , 983–1001. Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools , 36 (1), 17–32. Lloyd, S. (1992). The jolly phonics handbook . Essex, UK: Jolly Learning. Love, E., & Reilly, S. (2009). A sound way (2nd ed.). Melbourne, Victoria: Pearson Australia. McIntosh, B., Crosbie, S., Holm, A., Dodd, B., & Thomas, S. (2007). Enhancing the phonological awareness and language skills of socially disadvantaged preschoolers: An interdisciplinary programme. Child Language Teaching and Therapy , 23 (3), 267–286. McLeod, S. (2011). Cultural and linguistic diversity in Australian 4- to 5-year-old children and their parents. ACQuiring Knowledge in Speech, Language and Hearing , 13 (3), 112–119.

Correspondence to: Maria Lennox Speech Pathologist, CPSP Department of Education Training and Employment email: mlath10@eq.edu.au

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JCPSLP Volume 16, Number 2 2014

Journal of Clinical Practice in Speech-Language Pathology