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This discussion reflects on the importance of RTLB working in a collaborative consultation model with school management and staff, the students, parents/whanau and the Ministry of
2 KAIRARANGA – VOLUME 6, ISSUE 2 : 2005 Kairaranga Editing Team Alison Kearney Senior Lecturer, Massey University Cath Steeghs RTLB, Fairfi eld Cluster Paul Mitchell RTLB,
The aim of this study was to investigate if the ORP could be used by students independently in their classroom to: • enhance comprehension • increase reading accuracy • enable
In contrast to existing occupational therapy consultation models Bundy, 1991, 2002; Hanft & Place, 1996, therapists in this study described considerable differences in the level of
Using reading book level 12 and a Burt Word score of less than 20 as proxy measures for assessing ‘average’ reading performance after one year at school, the six-year net data for the
Ngā mihi nui Alison Kearney for Kairaranga editing team Kairaranga Editorial Board Dr Alison Kearney* Associate Professor, Massey University Carol Watts* Educational Psychologist,
GRID OF PROFESSIONAL CONNECTEDNESS “PERSONAL PATH” Outcomes for the child, family, whänau – Outcomes for the practitioner – Outcomes for the organisation Personal/Professional Support
In this article, the authors describe a study that explored how students who have received RTLB support were faring after the support Kairaranga Editorial Team Dr Jill Bevan-Brown
