ACQ Vol 13 no 2 2011

writing (describing the three main types of writing and the three elements of writing and how these can be developed in young children) particularly interesting areas often not considered by speech pathologists. Each chapter contains suggestions for further reading, extensive references to show the evidence base and practical examples and applications to the everyday classroom. Although reference

structure, print–illustration relationship and a 3-page word count. This information is presented in paragraphs, a table and a decision tree, making it very easy to follow and apply. Examples of how to select a book based on a particular goal using the book selection analysis form are also given. There are chapters on how to plan the session, set goals (with examples), and how to share storybooks with children using specific strategies. Additional materials, activities, and progress monitoring charts are provided. Although the book is aimed at shared book reading with a group, no information is given on how to adjust the activity to address a range of different goals and ability levels at the same time. Overall this is an easy introduction to a common everyday practice that would be a great read for a teacher, giving plenty of good ideas. For an experienced speech pathologist, there is only a little new information: the book analysis, having more ideas to link teacher goals to language goals through shared book reading, and the useful charts. Some skill hierarchies or developmental milestones would be a useful addition along with some simple summaries of the information that could be shared with parents for home use. The speech pathologist would need to supplement this resource for teachers by giving further support for very low functioning children/those using AAC and by providing a wider range of goals than the examples given. Goldsworthy, C. (2010). Linking the strands of language and literacy: A resource manual . San Diego, CA: Plural Publishing; ISBN 978 1 59756 357 4; pp. 217; US$49.95; www.pluralpublishing.com Andrea Murray

is frequently made to the UK guidelines and regulations, the information is applicable to Australia and the new national curriculum. “Play, drama and literacy in the early years” is the only chapter by an Australian contributor and gives wonderful examples of how literacy can be embedded in both structured and spontaneous dramatic play. Several chapters address

the impact of technologies on the development of literacy – in terms of multimodal literacies, ICT and literacy, and media literacy – bringing the content firmly up to date with current trends. The final chapter “Going fishing” gives examples of how children’s early literacy skills can be observed and assessed in order to inform curriculum planning. Overall this book contains a huge range of research, activities, and ideas for literacy development in the early years for teachers and gives a comprehensive holistic view of literacy for the school-based speech pathologist. MacKenzie, H. (2009). One story at a time: Using the magic of storybooks to enhance development in children with learning challenges . Winnipeg, Manitoba: Wired Fox. ISBN 978 0 9684466 1 4; pp. 127; CA$24.95 plus postage; http://www.drheathermackenzie.com/ one-story-at-a-time.html Abigail Lewis storybook reading with children who have special needs. The book has eight, short, easy-to-read chapters, ten simple photocopiable charts to assess/track the various aspects of shared book reading, and a useful internet resource list. There is a good introduction as to why shared book reading is important and a chapter briefly summarising the wide range of skills shared book reading can develop (cognitive, social, behavioural, language, and communication) with evidence cited where available. “Selecting storybooks” gives some key features to focus on when choosing books for shared reading: the content (for example, how it matches with the child’s interests and experiences, with inventories provided for collecting this information), the story structure, and the physical characteristics. The author presents her simple process for deciding the level of difficulty of a book based on story One Story at at Time is written by a Canadian speech- language pathologist and teacher to support professionals (especially teachers) using shared

As its title implies, Linking the Strands of Language and Literacy is a practical resource manual and CD, which is designed for use by both experienced clinicians and new graduates working with children and adolescents in the area of language and literacy. It is also designed to serve as a resource for clinicians in a leadership or teaching role by providing a review of the oral–written language continuum.

The author utilises the analogy made by Dickinson and McCabe (1991), where they describe the acquisition and development of language and literacy as a “French braid” rather than as a process that takes place sequentially. She refers to the “strands” of phonology, semantics, syntax, discourse, reading and writing which underpin the development of the oral–written language continuum and examines how the development of each strengthens and reinforces the development of other strands. Using this framework, the resource is a useful tool in providing a scaffold for clinicians to identify key areas of weakness in the area of oral and written language and to formulate targeted intervention goals both on commencement and at intervals during the course of intervention. Chapters provide an overview of the strands of language and literacy and the links between them; a rationale for early oral–written language intervention; practical ideas and strategies for developing listening skills and oral language; the value and use of play in intervention and a chapter on

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ACQ Volume 13, Number 2 2011

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