Martin And Pratt Nonword Reading Test

Reading with comprehension demands accurate word recognition, which depends crucially upon good phonological awareness and phonic skills. The Nonword Reading Test is an easy-to-use diagnostic test based on nonwords which conform to common and acceptable letter-sound correspondences. Nonwords are used because - in contrast to real words - they are equally unfamiliar to all pupils. They thus make a comparable demand upon all pupils. The use of regular word structures means that in order to produce the combined sound of letter strings, the pupil must use phonological decoding. The test therefore yields a measure that is independent of sight vocabulary, and provides a better and fairer assessment of the vital skills which underpin word recognition and functional literacy. Two equivalent Forms A and B allow you to assess progress over time. The Nonword Reading Test is an individual test for pupils aged from 6 to 16+, and takes just five to ten minutes to administer. At the earlier stages of learning to read, the test will help to identify pupils who are slow to establish phonological decoding skills. With dyslexic and older pupils who are reading below the level for their age, the test will help to define the extent of phonological problems and the special provision that such pupils are likely to require.

This volume draws together research and practice from the fields of literacy education and inclusion. It provides an insight into current theory, research and issues associated with teaching literacy to all students in inclusive classrooms. Literacy remains a critical success factor for students, as the basis for concurrent and future learning.

Provides a comprehensive, reader-friendly introduction to literacy teaching and learning, exploring both theoretical underpinnings and practical strategies.

The Indigenous languages of Australia have been undergoing a renaissance over recent decades. Many languages that had long ceased to be heard in public and consequently deemed 'dead' or 'extinct', have begun to emerge. Geographically and linguistically isolated, revitalisers of Indigenous Australian languages have often struggled to find guidance for their circumstances, unaware of the others walking a similar path. In this context Re-awakening Languages seeks to provide the first comprehensive snapshot of the actions and aspirations of Indigenous people and their supporters for the revitalisation of Australian languages in the 21st century. The contributions to this volume describe the satisfactions and tensions of this ongoing struggle. They also draw attention to the need for effective planning and strong advocacy at the highest political and administrative levels, if language revitalisation in Australia is to be successful and people's efforts are to have longevity.

This Reader considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to: - Theoretical understandings, implications for practice - Assessing literacy difficulties - Pedagogy and planning - Interventions in different contexts This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.