From “Learning to Read” to “Reading to Learn”: Bridging the Gap

By Deslea Konza, Maureen Michael and Leanne Fried.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Working as co-researchers, three academics and 24 teachers from 12 schools worked together over a one-year period to support students in years 2-4 who had not yet acquired sufficient skills to read age-appropriate materials. A range of formal and informal assessments were administered to identify precise areas of need and to target intervention. Oral language difficulties, phonological problems, inadequate letter-sound knowledge, vocabulary and comprehension difficulties emerged as issues with the majority of students who were not making progress at the same rate as their peers. Different strategies were implemented according to need. Results of student progress, which varied considerably across the year levels, will be presented. The research also highlighted a number of issues that arise when conducting research in schools, including issues around the administration of standardised assessments, the differing roles of formal assessment and teacher judgments, collecting data in one's own classroom, and student transience.

Keywords: Reading Difficulties, Intervention, Junior Primary

International Journal of the Humanities, Volume 8, Issue 6, pp.115-130. Article: Print (Spiral Bound). Article: Electronic (PDF File; 922.438KB).

Dr. Deslea Konza

Director - Fogarty Learning Centre, Faculty of Arts and Education, School of Education, Edith Cowan University, Joondalup, WA, Australia

Deslea Konza has had experience teaching students of all ages with a range of special needs, including those associated with blindness, profound hearing impairment, intellectual disabilities, physical disabilities and mulitple disabilitie. She currently co-ordinates undergraduate and postgraduate programs in special education at the University of Wollongong, including the mandatory subjects that all preservice teachers must complete. She has published in the areas of special education policy, teacher education, hearing impairment, gifted education and dual exceptionality. Current research interests include reading disability, students with attention deficit hyperactivity disorders, students with dual exceptionalities, (including gifted students with social and emotional problems) and effective teaching.

Maureen Michael

Reasearch Assistant, Faculty of Education and Arts, Edith Cowan University, Joondalup, WA, Australia

Leanne Fried

Postdoctoral Scholar, Faculty of Education and Arts, Edith Cowan University, Joondalup, WA, Australia


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