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dc.contributor.authorWoolley, Gary
dc.date.accessioned2017-05-03T12:56:18Z
dc.date.available2017-05-03T12:56:18Z
dc.date.issued2010
dc.date.modified2011-06-07T06:55:50Z
dc.identifier.issn19404158
dc.identifier.doi10.1080/19404150903524564
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom81
dc.relation.ispartofpageto98
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Learning Difficulties
dc.relation.ispartofvolume15
dc.rights.retentionY
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode2004
dc.titleIssues in the identification and ongoing assessment of ESL students with reading difficulties for reading intervention
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2010
gro.hasfulltextNo Full Text
gro.griffith.authorWoolley, Gary E.


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