A Consultation Model to Facilitate Reading Success

Autor/inn/en	Lilles, Elena; Griffiths, Amy-Jane; Lee, Allison; Cardenas, Santiago; Chacko, Yasmin; Jimerson, Shane R.
Titel	A Consultation Model to Facilitate Reading Success
Quelle	In: California School Psychologist, 13 (2008), S.19-32 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	Reading Difficulties; Intervention; Consultants; School Psychologists; Integrity; Reading Ability; Reading Instruction; Academic Achievement; Reading Improvement; Models; Reading Consultants; Consultation Programs; Reading Fluency; Federal Legislation; Problem Solving; Tutors; Tutoring; Teaching Methods; Educational Strategies; Core Curriculum; Reading Skills; Grade 8; Grade 4; California; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Consultant; Berater; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Integrität; Reading competence; Lesekompetenz; Leseunterricht; Schulleistung; Analogiemodell; Fachberatung; Bundesrecht; Problemlösen; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Kerncurriculum; Reading skill; Lesefertigkeit; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; Kalifornien
Abstract	Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school psychologists to use in the consultation process when working with teachers to address students' reading difficulties. The paper delineates the important facets of instructional consultation and considerations to take into account including: entering the consultation relationship, effectively identifying the problem and underlying cause, identification of the appropriate intervention, monitoring implementation integrity, and the termination of the consultation relationship. Specific intervention strategies and resources are also provided to offer the school psychologist potential resources. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10