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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided [<Journal>] Graham, Linda J. [Verfasser]; White, Sonia L. J. [Verfasser]; Tancredi, Haley A. [Verfasser]. DNB Subject Category Language Show details 2 Pre-packaging preschool literacy : what drives early childhood teachers to use commercially produced phonics programs in prior to school settings Campbell, Stacey; Torr, Jane; Cologon, Kathy. - : Symposium Journals, 2014 BASE Show details 3 Inclusive literacy learning Cologon, Kathy. - : South Melbourne : Oxford University Press, 2014 BASE Show details 4 Inclusive education in the early years : right from the start Cologon, Kathy. - : South Melbourne : Oxford University Press, 2014 BASE Show details 5 Pre-packaging preschool literacy what drives early childhood teachers to use commercially produced phonics programs in prior to school settings Campbell, Stacey; Torr, Jane; Cologon, Kathy. - : Symposium Journals, 2014 BASE Show details 6 Debunking Myths: Reading Development in Children with Down Syndrome Cologon, Kathy In: Australian Journal of Teacher Education (2013) BASE Show details 7 Debunking myths : reading development in children with Down syndrome Cologon, Kathy. - : Edith Cowan University, 2013 Abstract: There is a considerable and growing body of research investigating reading development in children with Down syndrome. However, there appears to be a common gap between the research evidence and instructional practices. It has been argued that teachers have insufficient information to enable them to implement effective literacy instruction with children with Down syndrome. This has important implications for teacher education. The current paper draws on past and current research evidence to consider five common misunderstandings or 'myths' that exist in regards to reading development in children with Down syndrome regarding (1) receptive and expressive language, (2) phonological awareness and phonic decoding, (3) 'reading readiness' or (non)linear development, (4) optimal learning age and, (5) reading comprehension. A case example is presented and implications for teaching practice are explored. ; 22 page(s) Keyword: 130300 Specialist Studies in Education URL: http://hdl.handle.net/1959.14/273658 BASE Hide details 8 Effects of targeted reading instruction on phonological awareness and phonic decoding in children with Down Syndrome Cologon, Kathy; Cupples, Linda; Wyver, Shirley. - : American Association on Intellectual and Developmental Disabilities, 2011 BASE Show details

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