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Speech / Language Therapists and Teachers Working Together
Covering the topic of speech and language therapists and teachers working together, this work argues that despite difficulties there is evidence that good collaborative practice is taking place. It gives a flavour of the interaction and collaboration being developed in the field of education.
Phonics
Phonics: Practice, Research and Policy unravels the controversy surrounding phonics which currently characterises much of the discussion about reading standards and teaching reading. Bringing some much-needed balance to the debate - the book offers genuinely focused advice on how to make sense of the various theories and on their applications in practice, helping teachers to find the right practical solutions to suit the children in their settings. The book includes chapters on: - How children learn to read and how phonics helps - The role of early phonics teaching - Classroom approaches to phonics teaching - Involving parents and carers - Speaking and phonological awareness - Spelling links - Staff development - Responses to the Rose Review on Early Reading. It will be essential reading for student teachers on initial training courses, and for more experienced staff in a range of school settings.
Speech and Language Difficulties in the Classroom
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Children's Services
Children’s Services: Working Together brings together contributions from a number of authors in the field. The book covers policy, theory, research and practice relevant to students and professionals working with children in a wide range of roles. The emphasis on working collaboratively with other professionals, where appropriate, and the holistic approach to children make this a valuable resource to anyone working with children today.
Current Catalog
None
Teaching Systematic Synthetic Phonics in Primary Schools
Systematic synthetic phonics is a key strategy in the teaching of reading. This text supports trainee teachers working towards primary QTS in how to use phonics effectively. It explores what works in phonics teaching, and why. It begins with the subject knowledge that underpins effective teaching and goes on to explore pedagogy from the early years to Key Stage 2. The book includes a review of different popular phonics programmes, set against the DfE (2011) criteria for high-quality phonics teaching. This second edition has been updated in line with the new National Curriculum, includes new guidance on the Year 1 phonics screening check and new lessons ideas and practical guidance for teaching phonics.
How to Create Autonomous Learners
To achieve their full potential, it is essential that children develop skills to become autonomous learners, yet this skill does not come naturally to many learners. This book is a practical teaching and planning guide to the theory, practice and the implementation of evidence-based approaches to develop essential metacognitive and self-study skills. How to Create Autonomous Learners explains how to get students, parents and partners on board and how to implement these ideas across a class, school, or consortium. Areas covered include: • How to get children and young people ready to learn. • Why it is important to teach learning strategies. • Encouraging children to become more active in the process of learning while also nurturing the development of creativity. • How to harness learner motivation as metacognition and motivation are highly linked. Easily applicable in any classroom, this essential resource supports children’s development of important metacognitive, self-regulatory and self-study skills, and provides teachers and school leaders with evidence-based approaches for implementing these ideas with the support of parents, students and partners.
Assessment in Speech and Language Therapy
What assessment tests are available to speech therapists? How are they best used? Originally published in 1993, Assessment in Speech and Language Therapy was designed to guide speech therapists in choosing the most appropriate assessments for evaluation, monitoring and intervention at the time. By providing guidance on defining the issues in assessment, it shows how to make sure that the process will produce a result relevant to the therapist’s own needs and those of his or her clients. The major issues involved are discussed in detail, in particular how to make sure that assessments are relevant to individual needs. This title will be invaluable to all speech therapists and clinical psychologists working in this area.
Service Integration in Schools
This is an important and timely collection in which recent research and interpretations are reported and debated. The papers provide a scholarly analysis of a range of significant issues, complexities and recurring themes. They provide theoretical, empirical and practical perspectives on what is involved in co-working and explore the ambiguities, contradictions and fragmentations in a new policy area that cuts across the remits previously held by a number of government departments. Overall, the papers provide a considered and wide-ranging critique of the key research and policy discourses that seek to influence the reformation of services and to remodel interprofessional and interagency work...
