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Education Queensland. (2006). Literacy the key to learning, framework for action 2006–2008 . Brisbane: Department of Education and the Arts. Retrieved August 2008 from http://education.qld.gov.au/publication/ production/reports/pdfs/2006/literacy_framework.pdf Education Queensland. (2008). Enhancing literacy outcomes: The benefits and issues of including SLPs in the literacy team . Brisbane: Department of Education, Training and the Arts. Retrieved January 2009 from http://www. learningplace.com.au/deliver/content.asp?pid=32262 Ehren, B. J. (2005). Foreword. Topics in Language Disorders , 25 (2): 91–92. Ehren, B. J., & Nelson, N.W. (2005). The responsiveness to intervention approach and language impairment. Topics in Language Disorders , 25 (2): 120–131. Gillingham, M. G., Young, M.F., & Kulikowich, J.M. (1994). Do teachers consider nonlinear text to be text? In R. Garner & P.Q. Alexander (Eds.), Beliefs about text and instruction with text (pp. 201–219). Hillsdale, NJ: Erlbaum. Goodman, K. S., & Goodman, Y.M. (1980). Learning to read is natural. In L.B. Resnick & P.Q. Weaver (Eds.), Theory and practice of early reading (pp. 137–154). Hillsdale, NJ: Erlbaum. Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English . London: Longman. Hogan, T. P., Catts, H. W. & Little, T. D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools , 35 : 285–293. Hornsby, D. (1999). Phonics first, fast and furious. ALEA Today , June: 10–16. Kjaer, B. E. (2005). Terminology and conception of the profession. Advances in Speech-Language Pathology , 7 (2): 98–100. McCartney, E., & van der Gaag, A. (1996). How shall we be judged? Speech and language therapists in educational settings. Child Language, Teaching and Therapy , 12 : 314–327. National Institute of Child and Human Development (NICHD). (2000). Report of the National Reading Panel: Teaching children to read . Retrieved from http://www.nichd. nih.gov/publications/nrp/findings.htm Paris, S. G., & Urdan, T. (2000). Policies and practices of high-stakes testing that influence teachers and schools. Issues in Education , 6 (1/2): 83–107. Paul, R. (2007). Language disorders from infancy through adolescence: Assessment and intervention (3rd ed.). St Louis: Mosby-Year Book. Pearson, P. D., & Stephens, D. (1994). Learning about literacy: A 30-year journey. In R.B. Ruddell, M.R. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 22–42) Newark, DE: International Reading Association. Reynolds, R. E., Sinatra, G. M., & Jetton, T. L. (1996). Views of knowledge acquisition and representation: A continuum from experience centred to mind centred. Educational Psychologist , 32 : 93–104. Richardson, S.O., & Wallach, G.P. (2005). Pulling the pieces together: The doctor is in. Topics in Language Disorders , 25 (4): 332–336. Rumelhart, D. E. (1980). Schemata: the building blocks of cognition. In R. J. Spiro, B. C. Bruce & W. R. Brewer (Eds.),

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Correspondence to: Regina Walsh Senior Speech Pathologist

Education Queensland phone: 07 3239 6674 email: reginawalsh@powerup.com.au Regina.walsh@ccypcg.qld.gov.au

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ACQ Volume 11, Number 2 2009

www.speechpathologyaustralia.org.au