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Speech Pathology Australia: Speech Pathology in Schools Project

45

Brandel, J. & Loeb, D. F. (2011). Program intensity and service delivery models in the schools: SLP

survey results.

Language, Speech, and Hearing Services in Schools

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Brent, M., Gough, F. and Robinson, S. (2001).

One in eleven: Practical strategies for teaching

adolescents with a language learning disability.

Melbourne: Aust Council for Ed Research.

Burns, M. K., Hodgson, J., Parker, D. C. and Fremont, K. (2011). Comparison of the effectiveness

and efficiency of text previewing and preteaching keywords as small-group reading comprehension

strategies with middle-school students.

Literacy Research and Instruction

, 50(3), 241–252.

Cantrell, S. C., Almasi, J. F., Carter, J. C. and Rintamaa, M. (2013). Reading intervention in middle

and high schools: Implementation fidelity, teacher efficacy, and student achievement.

Reading

Psychology

, 34(1), 26–58.

Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with

spoken language disorders: A systematic review.

Language, Speech, and Hearing Services in

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Dockrell, J., Lindsay, G., Roulstone, S. and Law, J. (2014). Supporting children with speech,

language and communication needs: an overview of the results of the Better Communication

Research Programme.

International Journal of Language and Communication Disorders

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543–557.

Ehren, B. J. (2002). Speech-language pathologists contributing significantly to the academic success

of high school students: A vision for professional growth.

Topics in Language Disorders

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Eisenmajer, N., Ross, N. & Pratt, C. (2005). Specificity and characteristics of learning disabilities.

Journal of Child Psychology and Psychiatry

, 46(10), 1108–1115.

Faggella-Luby, M. & Wardwell, M. (2011). RTI in a middle school: Findings and practical implications

of a tier 2 reading comprehension study.

Learning Disability Quarterly,

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Hempenstall, K. (2016). Read about it: Scientific evidence for effective teaching of reading. In

Jennifer Buckingham(Ed.).

Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E. and Petscher, Y. (2009). Exploring the

relative effectiveness of reading interventions for high school students.

Journal of Research on

Educational Effectiveness

, 2(2) 149–175.

Leading Learning 4 All. Retrieved March 2017, from

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Lee, W., & Pring, T. (2016). Supporting language in schools: Evaluating an intervention for children

with delayed language in the early school years.

Child Language Teaching and Therapy

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McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M., Waller, S. et al. (2011).

Improving reading comprehension of at-risk high-school students: The ART of reading program.

Psychology in the Schools

, 48(1), 78–86.

McLeod, S., & McKinnon, D. H. (2010). Support required for primary and secondary students with

communication disorders and/or other learning needs.

Child language teaching and therapy

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Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E. et al. (2016). The impact

of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a

population study.

Journal of Child Psychology and Psychiatry

, 57(11), 1247–1257.

Parsons, S., Law, J., & Gascoigne, M. (2005). Teaching receptive vocabulary to children with specific

language impairment: a curriculum-based approach.

Child Language Teaching and Therapy

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References