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Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education , 28 (1), 3–17. Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., . . . Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children , 77 (2), 161–183. Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradovi ´c, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher–child relationship quality. Child Development , 85 (5), 1915–1931. Rose, J. (2006). Independent review of the teaching of early reading: Final report . Retrieved from http://dera.ioe. ac.uk/5551/2/report.pdf Stephen, C., Ellis, J., & Martlew, J. (2010). Taking active learning into the primary school: a matter of new practices? International Journal of Early Years Education , 18 (4), 315–329. Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities , 49 (1), 77–96. Wheldall, R., Glenn, K., Arakelian, S., Madelaine, A., Reynolds, M., & Wheldall, K. (2016). Efficacy of an evidence-based literacy preparation program for young

children beginning school. Australian Journal of Learning Difficulties , 21 (1), 21–39. Wilcox, M. J., Gray, S. I., Guimond, A. B., & Lafferty, A. E. (2011). Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment. Early Childhood Research Quarterly , 26 (3), 278–294. Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology , 49 (8), 1425–1439. Maria Lathouras (@mnmlennox) is a principal education officer with the Department of Education and a PhD candidate with Griffith University. Dr Susanne Garvis is a professor of child and youth students at the University of Gothenburg, Sweden. Dr Marleen Westerveld (@MWslp) is an associate professor in speech pathology at Griffith University. Dr David Trembath is an associate professor in speech pathology and NHMRC ECR fellow at the Menzies Health Institute Queensland, Griffth University, Australia. David Trembath was supported by funding from the National Health and Medical Research Council (GNT1071811).

Correspondence to: Maria Lathouras

Queensland Department of Education email: maria.lathouras@qed.qld.gov.au

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JCPSLP Volume 21, Number 2 2019

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