Teaching Students to Read: A Call to Action for Social Justice in School Psychology

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Canadian Journal of School Psychology Pub Date : 2024-07-24 DOI:10.1177/08295735241262849
Adrea J. Truckenmiller, Courtenay A. Barrett, Tiffany P. Hogan
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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.
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教学生阅读:学校心理学社会正义行动呼吁书
尽管通过多层次支持系统对阅读障碍进行准确诊断和有效指导是学校心理学培训和实践的最基本组成部分之一,但仍有大量的创新机会、新的兴奋点和社会正义。在本文中,我们将介绍通过严格的实证研究证明有效的阅读评估、干预措施和系统层面的政策。这些有效的做法并不为学校心理学家所熟知,也不常在学校实施。我们建议从以下四个方面入手,使学校心理学的培训和实践与最前沿的阅读研究更好地结合起来,从而在未来改善学生的学习成绩:(a)积累阅读发展的知识;(b)加强对校本职业的承诺;(c)实施更多对教学有用的阅读筛查和特殊教育评估实践(包括使用混合识别模式);以及(d)促进循证阅读教学和干预。在这四个领域中,我们都强调了多学科合作的必要性。
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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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