This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Macleod, F. Articles by Norwich, B. Search for Related Content Social Bookmarking                         What's this?

Giving Psychology Away

Helping Pupils at Risk of Reading Failure By Means of a Self-Voice Feedback Programme

School of Education and Lifelong Learning (SELL), University of Exeter, Exeter, UK, f.j.macleod{at}exeter.ac.uk

Philip Macmillan

School of Education and Lifelong Learning (SELL), University of Exeter, Exeter, UK, p.macmillan{at}exeter.ac.uk

Brahm Norwich

School of Education and Lifelong Learning (SELL), University of Exeter, Exeter, UK, b.norwich{at}exeter.ac.uk

This article takes up the proposal, originally postulated by George Miller in the US (Miller, 1969) and later taken up by Harry Kay in the UK (Kay, 1972), that psychologists should work through non-psychologists to help alleviate social problems. Specifically it evaluates a reading intervention programme devised by educational psychologists and delivered by teaching assistants specially trained by a psychologist. The article assesses the extent to which a psychologist, working through school personnel, added value to the education process within participating schools, the nature of that value and the challenges that had to be overcome. Results showed significant group level improvements in word recognition abilities amongst readers with delayed reading, although the extent of these improvements varied according to school and age with older pupils benefiting more than younger ones. Girls gained more than boys, but this difference was not statistically significant. It was also demonstrated that the programme could be delivered to schools on a low budget including the training of school personnel and taught effectively by non-professional teachers with minimum disruption. It was concluded that the service-delivery approach taken was in keeping with the new expectations of professional educational psychologists and as such provides a useful model for others operating in a changing service context.

Key Words: intervention • reading • school psychologists • self-modelling • self-voice • teacher assistant • training

References

• Adams, M.J. (1990) Beginning to Read. Cambridge, MA: MIT Press.
• Al-Yagon, M. and Margalit, M. (2006) `Loneliness, Sense of Coherence and Perception of Teachers as a Secure Base Among Children with Reading Difficulties', European Journal of Special Needs Education 21(1): 21—37.[CrossRef]
• Al-Yagon, M. and Mikulincer, M. (2004) `Patterns of Close Relationships and Socio-Emotional and Academic Adjustment Among School-Aged Children with Learning Disabilities ', Learning Disabilities Research and Practice 19: 12—20.[CrossRef]
• Bandura, A. (1969) Principles of Behaviour Modification. New York: Holt, Rinehart and Winston.
• Bandura, A. (1997) Self-Efficacy: The Exercise of Control. New York: Freeman.
• Boder, E. and Jarrico, S. (1982) The Boder Test of Reading and Spelling Patterns. New York: Grune and Stratton Inc.
• Bradley, L. and Bryant, P. (1985) Rhyme and Reason in Reading and Spelling. Ann Arbor, MI: University of Michigan Press.
• Bray, M.A. and Kehle, T.J. (1998) `Self-Modeling as an Intervention for Stuttering ', School Psychology Review 27: 587—98.[Web of Science]
• Bus, A.G. and van Ijzendoorn, M.H. (1999) `Phonological Awareness and Early Reading: A Meta-Analysis of Experimental Training Studies', Journal of Educational Psychology 91: 403—14.[CrossRef][Web of Science]
• Clare, S.K., Jensson, W.R., Kehle, T.J. and Bray, M.A. (2000) `Self-Modeling as a Treatment for Increasing On-Task Behaviour', Psychology in Schools 37: 517—22.[CrossRef]
• Clarke, E., Kehle, T.J., Jenson, W.R. and Beck, D.E. (1992) `Evaluation of the Parameters of Self-Modeling Interventions', School Psychology Review 21: 246—54.[Web of Science]
• Department for Education and Employment (DfEE) ( 1998) National Literacy Strategy: Framework for Teaching. London: DfEE.
• Department for Education and Skills (2005) The Rose Report: Review of Early Reading. London: DfES. http://www.standards.dfes.gov.uk/primary/features/literacy/1174785/
• Department for Education and Skills (2006) Primary National Strategy: Draft Framework for Teaching Literacy. London: DfES, Consultation Document www.standards.dfes.gov.uk/primary/
• Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z. and Shanahan, T. (2001) `Phonemic Awareness Instruction Helps Children Learn to Read: Evidence from the National Reading Panel's Meta-Analysis', Reading Research Quarterly 36(3): 250—87.[CrossRef][Web of Science]
• Engelbrecht, P. (2004) `Changing Roles for Educational Psychologists Within Inclusive Education in South Africa', School Psychologist International 25(1): 20—29.[CrossRef]
• Goswani, U. and Bryant, P. (1990) Phonological Skills and Learning to Read. Hove: Lawrence Erlbaum.
• Harris, M. and Hitano, G. (eds) (1999) Learning to Read and Write: A Cross-Linguistic Perspective. Cambridge: Cambridge University Press.
• Hitchcock, C.H., Dowrick, P.W. and Prater, M.A. (2003) `Video Self-Modeling Intervention in School-Based Settings: A Review', Remedial and Special Education 24(1): 36—46.[Abstract/Free Full Text]
• Ives, J.C., Straub, W.F. and Shelley, G.A. (2002) `Enhancing Athletic Performance Using Digital Video in Consulting', Journal of Applied Sport Psychology 14: 237—45.[CrossRef]
• Kay, H. (1972) `Psychology Today and Tomorrow. Bulletin of the Births', Psychological Society 25(88): 177—88.
• Kehle, T.J., Madaus, M.R., Baratta, V.S. and Bray, M.A. (1998) `Augmented Self-Modeling as a Treatment for Children with Selective Mutism', Journal of School Psychology 36(3): 247—60.[CrossRef][Web of Science]
• Liberman, A.M. (1972) `Perception of the Speech Code', in M. Coltheart (ed.) Readings in Cognitive Psychology. Toronto: Holt Rinehart and Winston.
• Liberman, A.M. and Mattingly, I.G. (1985) `The Motor Theory of Speech Perception Revisited ', Cognition 21: 1—36.[CrossRef][Web of Science][Medline] [Order article via Infotrieve]
• McGinnis, P.M. (2000) `Video Technology for Coaches', Track Coach 152: 4857—62.
• Miller, G.A. (1969) `Psychology as a Means of Promoting Human Welfare ', American Psychologist 24: 1063—75.[CrossRef]
• Murray, C. and Greenberg, M.T. (2001) `Relationships with Teachers and Bonds with School: Social Emotional Adjustment Correlates for Children With and Without Disabilities ', Psychology in the Schools 38(1): 25—41.[CrossRef][Web of Science]
• Neale, M.D. (1999) Neale Analysis of Reading Ability: Manual, 3rd edn. Melbourne: Australian Council for Educational Research Ltd.
• Norwich, B. (2000) Education and Psychology in Interaction: Working with Uncertainty in Interconnected Fields. London: Routledge Research in Education.
• Norwich, B. (2005) `Future Directions for Professional Educational Psychology', School Psychology International 26(4): 387—97.[Abstract]
• Peterson, S.A. (2001) `School Psychologists in the Political Maelstrom ', School Psychology International 22(3): 291—302.[Abstract/Free Full Text]
• Pumphrey, P. (1985) Reading: Tests and Assessment Techniques. London: Hodder and Stoughton in association with the United Kingdom Reading Association.
• Savage, R., Carless, S. and Stuart, M. (2003) `The Effects of Rime- and Phoneme-based Teaching Delivered by Learning Support Assistants', Journal of Research in Reading 26(3): 211—33.[CrossRef][Web of Science]
• Schonell, F.J. and Schonell, F.E. (1960) Diognostic and Attainment Testing, Including a Manual of Tests, Their Nature, Use, Recording and Interpretation, 2nd edn. Edinburgh: Oliver and Boyd.
• Share, D.L. (1995) `Phonological Recording and Self-Teaching: Sin Qua Non Reading Acquisition', Cognition 55: 151—218.[CrossRef][Web of Science][Medline] [Order article via Infotrieve]
• Stainthorp, R. and Tomlinson, P. (eds) (2002) Learning and Teaching Reading: British Journal of Educational Psychology: Monograph Series II: Psychological Aspects of Education — Current Trends. Leicester: The British Psychological Society.
• Vygotsky, L.S. (1978) `Interaction Between Learning and Development', in M. Cole, V. John-Steiner, S. Scribner and E. Souberman (eds) Mind in Society: The Development of Higher Psychological Processes, pp. 79—91. Cambridge, MA: Harvard University Press.

School Psychology International, Vol. 28, No. 5, 555-573 (2007)
DOI: 10.1177/0143034307085658


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Macleod, F. Articles by Norwich, B. Search for Related Content Social Bookmarking                         What's this?