Appendix 7 References

[1] Bloom, L. 1974, ‘Talking, understanding and thinking’, in Schiefelbusch R., Lloyd, L.L. (eds), Language Perspectives: Acquisition, retardation and intervention, Macmillan, London.

 

[2] Bloom, L. & Lahey, M. 1978, Language development and language disorders, John Wiley & Sons, NY.

 

[3] Brent, M., Gough, F. & Robinson S. 2006, One in Eleven: Practical Strategies for Teaching Adolescents with a Language Learning Disability, Australian Council for Educational Research, Melbourne.

 

[4] Czislowski-McKenna, A.T., Cumming, J.J., Wyatt-Smith, C.M. & Elkins, J. 2006, ‘Literacy Teaching and Learning in Victorian Schools: Paper No. 9’, Department of Education and Early Childhood Development, Victoria.

 

[5]  Department of Education and Children’s Services 2006, Teaching ESL students in mainstream classrooms: language in learning across the curriculum, DECS, Adelaide.

 

[6]  Department of Education and Early Childhood Development 2004, ‘Advice for Whole School Planning: Using the Effective Schools Model’, DEECD, Victoria.

 

[7]  2007, The ESL Handbook (PDF - 344Kb), DEECD, Victoria.

 

[8]  2008a, ‘English Developmental Continuum P–10’, DEECD, Victoria.

 

[9]  2008b ‘English domain – Characteristics of effective schools’, DEECD, Victoria.

 

[10]  2008c, ‘Literacy Professional Learning Resource’, DEECD, Victoria.

 

[11]  2008d, Strengthening Outcomes – Refugee Students in Government Schools (PDF - 1.0Mb), DEECD, Victoria.

 

[12]  2008e, Student Support Group Guidelines 2008, DEECD, Victoria.

[13]  Department of Education and Early Childhood Development & Victorian Aboriginal Education Association Inc. 2008, Wannik: Learning Together – Journey to our Future (PDF - 981Kb), DEECD, Victoria.

 

[14]  Eades, D. 2008, ‘Aboriginal English’, School of Languages, Cultures and Linguistics, University of New England, Armadale, Australia. (http://www.une.edu.au/langnet/).

 

[15]  Gentner, D. 1982, ‘Why nouns are learned before verbs: Linguistic relativity versus natural partitioning’, in S.A. Kuczaj (ed.), Language development: Volume. 2. Language, thought, and culture, Erlbaum, Hillsdale, pp. 301–34.

 

[16]  Hall, K. & Harding, A. 2003, ‘A systematic review of effective literacy teaching in the 4 to 14 age range of mainstream schooling’, in Research Evidence in Education Library, EPPI–Centre, Social Science Research Unit, Institute of Education, London. (http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/TTA/English/English_2003review.pdf).

 

[17]  Munro, J. 2005, ‘Language Disorder Program: Understanding language: Aspects, Development, Screening, Teaching’, unpublished draft, EdAssist, Melbourne.

 

[18]  2007, ‘8 Areas of Literacy Knowledge (PDF - 94Kb)’, in ‘Literacy Improvement: Operationalising and Contextualising a conceptual model’, DEECD, Victoria.

 

[19]  2008, ‘Publications’, Melbourne Graduate School of Education website, University of Melbourne. (http://www.edfac.unimelb.edu.au/eldi/selage/publications).

 

[20]  Pressley, M. 2002, ‘Effective beginning reading instruction’. Journal of Literacy Research, 34(2).

 

[21]  Rowe, K., Pollard, J. & Rowe, K. 2006, Auditory Processing Assessment Kit – Understanding how Children listen and learn, ERC Media, The Royal Children’s Hospital, Melbourne.

 

[22]  Sammons, P., Hillman, J. and Mortimore, P. 1995, Key Characteristics of Effective Schools: A review of school effectiveness research A report by the Institute of Education for the Office for Standards in Education (UK).

 

[23]  Seal, I. 2008, Great Expectations: Supporting children and young people in out-of-home care to achieve at school, Child Safety Commissioner, Melbourne.

[24]  Semel, E., Wiig, E., & Secord, W. 2003, Clinical Evaluation of Language Fundamentals – Fourth Edition (CELF–4), The Psychological Corporation, San Antonio, Texas.

 

[25]  Speech Pathology Australia n.d.(a), ‘Fact Sheet 1.2 Who has a Communication Disability?’, Speech Pathology Australia, Melbourne. (http://www.speechpathologyaustralia.org.au/publications/fact_sheets).

 

[26]  n.d.(b), ‘Fact Sheet 2.2: Learning to speak and listen – what to expect in the first five years’, Speech Pathology Australia, Melbourne. (http://www.speechpathologyaustralia.org.au).

 

[27]  n.d.(c), ‘Fact Sheet 2.4: Speech Pathologists working in Early Intervention Programs with Aboriginal Australians’, Speech Pathology Australia, Melbourne. (http://www.speechpathologyaustralia.org.au).

 

[28]  Stackhouse, J. & Wells, B. 1997, Children’s Speech and Literacy Difficulties: A psycholinguistic framework, Whurr Publishers, London.

 

[29]  The Le@rning Federation 2008, ‘Interactive learning objects’, Department of Education and Early Childhood Development, Victoria.

 

[30]  Victorian Curriculum and Assessment Authority 2005, English as a Second Language Companion to the Victorian Essential Learning Standards, VCAA, Melbourne. (http://vels.vcaa.vic.edu.au/support/esl/index.html).

 

[31]  2007, ‘Teaching and Learning Resource’, VCAA, Melbourne. (http://vels.vcaa.vic.edu.au/support/index.html).

 

[32]  2008a Victorian Essential Learning Standards: Discipline-based Learning Strand – English, VCAA, Melbourne. (http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedenglish.pdf).

 

[33]  2008b,Victorian Essential Learning Standards: Physical, Personal and Social Learning Strand – Health and Physical Education, VCAA, Melbourne. (http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevisedhpe.pdf).