ACQ Vol 13 no 2 2011

oral narrative. While each chapter has some theory, the primary focus is one of “theory into practice” and the text provides both specific and practical examples, activities, and strategies that can be incorporated into assessment, review, and intervention. Material in each chapter is arranged in a developmentally sequential manner, making it easy to refer to. Each chapter also explores ways to strengthen all of the strands of language and literacy when working with a preschool or younger aged child, and thus advocates for clinicians to take a broad, proactive, and preventative stance when working with young children with speech and language delays. Included with the resource is a CD which is designed to be used in tandem with chapter 6 which is titled “Oral narration outlines and language literacy activities”. The CD contains printable short stories, story map pages, and a range of worksheets to be used with language-learning disabled students when targeting oral and written narrative. They are easy to use, can be adapted for use with different age groups and would be suitable to use both individually or in group interventions. Marinac, J.V. (2008). Phonological core dyslexia in secondary school students: Identification and intervention . San Diego, CA: Plural Publishing. ISBN 978 1 59756 090 0; pp. 170; US$49.95; www. pluralpublishing.com Melinda Schambre Dr Marinac’s text is a valuable resource for speech pathologists working with adolescents in the secondary school setting. It is in fact a worthwhile read for all speech pathologists who work in the area of literacy difficulties as the author advocates for the role of the speech pathologist in supporting students with dyslexia. The text recognises the gaps in the research literature relating to secondary school students with literacy skills below the expected level, both in defining this group of students and in discussing options for assessment and management. The first chapter of the book provides very clear and comprehensive explanations of the various terminology relating to dyslexia. Dr Marinac differentiates between developmental phonological dyslexia (as seen in young children who are still acquiring their reading skills) and phonological core dyslexia, when the difficulties are no longer considered developmental but show persistence and variable presentation in adolescence. She goes on

to discuss prevalence, causality for phonological core dyslexia (including physiological factors and environmental influences), and the complexity of the orthography of the English language. The definitions and terminology relating to dyslexia are clarified better here than in other literature on the subject. The identification and assessment of students with phonological core dyslexia is discussed in detail, including a description of the design and development of the Classroom Identification Instrument, the screening component of the Phonological Awareness Training for High Schools (UQPATHS) program. The Classroom Identification Instrument is outlined as a whole class screening tool and

is compared to more in-depth, individual assessments on the market. These chapters are followed by a discussion of the relevant elements of an intervention program for phonological awareness and an outline of the UQPATHS program. The program involves a triad approach where all students benefit from phonological awareness, auditory memory, and metalinguistic tasks which

have been imbedded into their English curriculum as a result of professional development provided to teachers. Those students with mild–moderate deficits are then supported in small groups with specialist school staff and those students identified as having moderate to severe deficits receive in-depth, intensive therapy from speech pathologists. Each chapter of the text concludes with a summary in the form of an imaginary conversation which the key ideas and attempts to answer questions relating the information pertained in the chapter. Following chapter 3, Dr Marinac provides a collection of slides from her own presentations at various seminars. This summary information helps to keep the text practical and extremely user friendly, rather than overly technical and hard to relate back to the classroom. In summary, this text is a valuable resource from a theoretical perspective and also for the practical information it provides to clinicians working in secondary schools. Even more importantly, it emphasises the role of speech pathologists working collaboratively with secondary school staff.

Electronic copies of ACQ Speech Pathology Australia members are able to access past and present issues of ACQ via the Speech Pathology Australia website. www.speechpathologyaustralia.org.au Hard copies are available to everyone (members and non members) at a cost by emailing pubs@speechpathologyaustralia.org.au.

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ACQ Volume 13, Number 2 2011

ACQ uiring Knowledge in Speech, Language and Hearing