University of Queensland
Through the School of Health and Rehabilitation Sciences
Team Members: Carolyn Burrows, Speech Pathologist, Tessa Barnett, Speech Pathologist, Elizabeth Savina, Speech Pathologist and Heather Allison, Occupational Therapist
ISBN10: 1-59756-159-2. ISBN13: 978-1-59756-159-4.
USD $550.00 CAD $618.00 £346.00 AUD $583.00
Reviews
“For me, and our son, the PAL program was a turning-point – it was the answer that we had been seeking for many years. We had looked for help, but nothing we encountered previously helped like the PAL program. It was the critical catalyst that got him, and us, over a bridge where he was able to find new confidence in his ability to learn and read. Not only the content, but the style and philosophy that was an integral part of the program’s delivery – values like respect for the child, making him a partner in learning, rather than a patient, and encouragement for the child and the family – these were the things that really made a difference. Since that time, my son has thrived and been able to achieve high grades. My message to parents is never be deterred from finding the help you need – we found it in the PAL program developed by the University of Queensland, School of Health and Rehabilitation Sciences and for this we are eternally grateful.”
-Margaret Costello, Parent, Brisbane, Australia
ABOUT THE BOOK
An evidenced-based, multidisciplinary, multisensory approach to the remediation of literacy problems, this new edition includes complete instructions and scripts for all group and individual activities, as well as worksheets and record/monitor sheets. Aimed at students aged 7.5 to 13 years, it is a finely graduated program that builds phonological processing skills from basic to the complex levels required for literacy. As students gain proficiency at each level of phonological ability, the program then provides corollary instruction and overpractice in word attack strategies for reading and spelling. Non-words and real words are provided for practitioners to apply the program flexibly according to the student’s real word reading ability. Once full alphabetic reading at the single syllable stage is established, metacognitive strategies to deal with irregular words are taught. Finally multisyllabic word reading/spelling and reading/spelling connected text are addressed.
