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dc.contributor.authorWoolley, Garyen_US
dc.date.accessioned2017-04-24T10:00:59Z
dc.date.available2017-04-24T10:00:59Z
dc.date.issued2010en_US
dc.date.modified2011-06-07T06:55:50Z
dc.identifier.issn19404158en_US
dc.identifier.doi10.1080/19404150903524564en_AU
dc.identifier.urihttp://hdl.handle.net/10072/32188
dc.description.abstractReading difficulties and second language acquisition have attracted international interest among researchers and practitioners in recent years. This is because increased mobility between countries means that educators are faced with the problem of providing appropriate assessment and assistance for students with different linguistic and cultural backgrounds. There is a growing international consensus in the literature that second-language (L2) learners have generally been underdiagnosed and overrepresented in special education classes. Consequently there is a need to help teachers more adequately identify and assist L2 students who experience specific reading difficulties. This article proposes the use of a language model of reading difficulties based on the Simple View of Reading to identify students with reading difficulties. It also discusses relevant ongoing assessment issues to prevent inappropriate special education referrals. It recommends a responsive approach to intervention and suggests using multi-faceted intervention programs including the promotion of positive home-school climates to address the needs of such students.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom81en_US
dc.relation.ispartofpageto98en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalAustralian Journal of Learning Difficultiesen_US
dc.relation.ispartofvolume15en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode380102en_US
dc.titleIssues in the identification and ongoing assessment of ESL students with reading difficulties for reading interventionen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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