ACQ Vol 13 no 2 2011

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104 ACQ Volume 13, Number 2 2011 ACQuiring Knowledge in Speech, Language and Hearing
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.
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.
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
Electronic
copies of ACQ
Speech Pathology Australia members are able to access past and present
issues of ACQ via the Speech Pathology Australia website.
Hard copies are available to everyone (members and non members)
at a cost by emailing .