Teaching Students to Read: A Call to Action for Social Justice in School Psychology
| Title: | Teaching Students to Read: A Call to Action for Social Justice in School Psychology |
|---|---|
| Language: | English |
| Authors: | Adrea J. Truckenmiller (ORCID |
| Source: | Canadian Journal of School Psychology. 2024 39(4):357-369. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Social Justice, Reading Difficulties, School Psychology, Student Evaluation, Intervention, Educational Policy, Educational Practices, Students with Disabilities, Dyslexia, Knowledge Level, Reading Skills, Screening Tests, Special Education, Identification, Evidence Based Practice, Reading Instruction, Teacher Shortage, Reading Diagnosis, Language Impairments, Developmental Disabilities |
| DOI: | 10.1177/08295735241262849 |
| ISSN: | 0829-5735 2154-3984 |
| Abstract: | Although the accurate diagnosis and effective instruction for reading disorders through multi-tiered systems of support is one of the most foundational components of school psychology training and practice, there are significant opportunities for innovation, renewed excitement, and social justice. In this article, we identify reading assessments, interventions, and systems-level policies shown to be effective through rigorous, empirical research. These effective practices are not well known by school psychologists or commonly implemented in schools. We propose four areas to better align school psychology training and practice with the most cutting-edge reading research to improve student outcomes in the future: (a) building knowledge of reading development, (b) increasing the commitment to school-based careers, (c) implementing more instructionally-useful reading screening and special education assessment practices (including using the hybrid model of identification), and (d) promoting evidence-based reading instruction and intervention. Throughout each of these four areas, we highlight the need for multi-disciplinary collaboration. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447255 |
| Database: | ERIC |
| ISSN: | 0829-5735 2154-3984 |
|---|---|
| DOI: | 10.1177/08295735241262849 |
| Published in: | Canadian Journal of School Psychology |
| Language: | English |