Getting it Right from the Start (GIRFTS): protocol for a stepped-wedge cluster randomised controlled trial of a school-based framework to improve children's oral language and reading outcomes.

Introduction: Strong oral language and reading skills are important for child development. The response to intervention (RTI) framework supports schools to apply evidence-based practices and interventions to proactively meet the learning needs of all students and identify and support students at risk of learning difficulties. Getting it Right from the Start (GIRFTS) aims to implement a codesigned RTI framework in the first 2 years of formal schooling (foundation and grade 1) to improve oral language and reading skills.

Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child.

In this systematic narrative review, we synthesised the small existing body of research on children who are gifted and dyslexic (G-D) in order to investigate the claim that G-D students have a unique profile, characterised by well-masked word-level reading and spelling difficulties. Our focus was on both the cognitive and academic profiles of this subgroup of twice-exceptional (2e) children and the assessment protocols used to identify them. Findings suggest that despite having processing deficits associated with dyslexia, G-D students' gifted strengths, especially those relating to oral language, may enable them to compensate for their reading difficulties, at least to an extent that they fail to meet standard diagnostic criteria.

Cognitive and affective perspective taking amongst adolescent offenders with variants of callous-unemotional traits.

Evidence suggests that associations between antisocial behaviour, callous-unemotional (CU) traits and cognitive empathy (e.g. perspective taking) vary depending on more fine-grained dimensions of these constructs.

Teachers' perspectives on the role and scope of practice of speech-language pathologists working to support literacy in the early years of school.

The purpose of this study was to explore the views of teachers in early year levels about the role and scope for speech-language pathologists (SLPs) to work on literacy support in schools. Sixty-one teachers from mainstream government schools across Victoria, Australia, completed an anonymous, online survey. Although many respondents reported knowing that SLPs support the literacy learning of some students in their school, they had limited awareness of the scope of speech-language pathology practice in literacy instruction and intervention.

Elementary Teachers' Perspectives on Teaching Reading Comprehension.

Purpose: We report findings from a survey of elementary teachers regarding reading instruction. The purpose was to examine teachers' beliefs about how children in the first 7 years of schooling develop reading comprehension skills and to characterize the self-reported practices and strategies they use to support children to comprehend connected text.

Method: A web-based survey was used to collect data from 284 Australian elementary teachers about their beliefs and practices regarding reading comprehension instruction.