JCPSLP Vol 21 No 2 2019 DIGITAL Edition

of literacy difficulties. Despite the design and implementation of evidence-based evidence programs for classrooms to improve oral language and literacy skills of students, success appears to be influenced by student engagement and behaviour. For future delivery of such programs, it is important that the perspectives of students are acknowledged. By critically evaluating programs, such as the one in this study, there is potential to improve student engagement and outcomes. Acknowledgements We would like to acknowledge the co-authors of the PrepSTART program Tania Kelly and Janice Zee. Thank you to each of the parents, teachers, teacher aides, and the respective school leadership teams for their commitment to the study. Special thanks to the students for their participation. The views expressed in this publication do not necessarily present the views of the Department of Education, Queensland. References Australian Early Development Index (AEDI). (2013). A snapshot of early childhood in development in Australia: 2012 national report . Canberra: Australian Government. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. Ceci, S. J., & Bruck, M. (1998). Children’s testimony. In W. Damon (Ed.), Handbook of child psychology (Vol. 4, pp. 713–774). New York: Wiley. Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., . . . Adamczyk, D. F. (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school-age children. Language, Speech & Hearing Services in Schools , 41 (3), 233–264A. Clark, A. (2011). Breaking methodological boundaries? Exploring visual, participatory methods with adults and young children. European Early Childhood Education Research Journal , 19 (3), 321–330. Cremin, H., & Slatter, B. (2004). Is it possible to access the “voice” of pre-school children? Results of a research project in a pre-school setting. Educational Studies , 30 (4), 457–469. Dunn, J., Niens, U., & McMillan, D. (2014). “Cos he’s my favourite character!” A children’s rights approach to the use of popular culture in teaching literacy. Literacy , 48 (1), 23–31. Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134 (1), 31–60. Gillam, S. L., Olszewski, A., Fargo, J., & Gillam, R. B. (2014). Classroom-based narrative and vocabulary instruction: results of an early-stage, non-randomized comparison study. Language, Speech, and Hearing Services in Schools , 45 (3), 204–219. Harrison, L. J., & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research , 53 (2), 508–529. Henning, C., McIntosh, B., Arnott, W., & Dodd, B. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: the impact on language and literacy. Journal of Research in Reading , 33 (3), 231–246.

Hughes, J., & Kwok, O. (2007). Influence of student- teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology , 99 (1), 39–51. Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech & Hearing Services in Schools , 40 (1), 67–85. Kruse, L. G., Spencer, T. D., Olszewski, A., & Goldstein, H. (2015). Small groups, big gains: efficacy of a tier 2 phonological awareness intervention with preschoolers with early literacy deficits. American Journal of Speech- Language Pathology , 24 (2), 189–205. Lennox, M., & Westerveld, M. F. (2014). Enhancing the emergent literacy performance of Australian students from disadvantaged backgrounds in their first year of school - A preliminary investigation. Journal of Clinical Practice in Speech-Language Pathology , 16 (2), 58–65. Lennox, M., Westerveld, M. F., & Garvis, S. (2017). Listening to the voices of education professionals involved in implementing an oral language and early literacy program in the classroom. Australian Journal of Teacher Education , 42 (8), 16–28. Lennox, M., Westerveld, M. F., & Trembath, D. (2018). Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students. International Journal of Speech- Language Pathology , 20 (2), 191–201. Lever, R., & Sénéchal, M. (2011). Discussing stories: On how a dialogic reading intervention improves kindergartners’ oral narrative construction. Journal of Experimental Child Psychology , 108 (1), 1–24. Marshall, J., Ralph, S., & Palmer, S. (2002). “I wasn’t trained to work with them”: Mainstream teachers’ attitudes to children with speech and language difficulties. International Journal of Inclusive Education , 6 (3), 199–215. McCormack, J., McLeod, S., McAllister, L., & Harrison, L. J. (2010). My speech problem, your listening problem, and my frustration: The experience of living with childhood speech impairment. Language, Speech, and Hearing Services in Schools , 41 (4), 379–392. Merrick, R., & Roulstone, S. (2011). Children’s views of communication and speech-language pathology. International Journal of Speech-Language Pathology , 13 (4), 281–290. National Early Literacy Panel. (2008). Developing early literacy: Report of the national early literacy panel. A scientific synthesis of early literacy development and implications for intervention . Washington, DC: National Institute for Literacy. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction . Washington, DC: US Government Printing Office. Palikara, O., Lindsay, G., & Dockrell, J. E. (2009). Voices of young people with a history of specific language impairment (SLI) in the first year of post-16 education. International Journal of Language & Communication Disorders , 44 (1), 56–78. Paradice, R., & Adewusi, A. (2002). “It’s a continuous fight isn’t it?”: Parents’ views of the educational provision for children with speech and language difficulties. Child Language Teaching and Therapy , 18 (3), 257–288.

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JCPSLP Volume 21, Number 2 2019

Journal of Clinical Practice in Speech-Language Pathology