ACQ Vol 13 no 2 2011

49 / 52

ACQ Volume 13, Number 2 2011 103
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;
Andrea Murray
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
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
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;
one-story-at-a-time.html
Abigail Lewis
One Story at at Time is written
by a Canadian speech-
language pathologist and
teacher to support
professionals (especially
teachers) using shared
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