High Impact Reading Instruction and Intervention in the Primary Years

Knowing Julie professionally as I do, I sense her teacher voice in the words of this book, and the passion for her subject shines through on each page. She marries practice with pedagogy with ease, drawing upon her years of experience and of reflection of what works well in the classroom. I have seen Julie putting these words into action in the years before she put them into print.

Zoe Sharman, retired Headteacher, London

This book is essential reading for all passionate teachers. It is beneficial for both experienced teachers in providing up-to-date best practice recommendations and for new teachers, to guide them through a seemingly complicated process in a gentle, manageable way. Julie clearly explains all elements of teaching reading, supported by relevant international research, in a friendly, approachable manner.

Diane Pursell, Teacher, WA

This easy-to-read, yet thoroughly comprehensive and informative, book academically outlines through the eyes of a mum, educator and literacy consultant the many areas of classroom practice and interventions that will 'shift' your students. Julie dives deep into the science of reading and other research-backed practices to provide educators with a useable handbook to drive learning. Implementing the approaches outlined in this book will result in a significant improvement in reading achievement. For schools like ours that are prioritising the provision of research-based high-quality reading instruction and intervention across all grades, it is a must-read.

Donna Reeves, Principal, Tumut Public School, NSW

It was such a pleasurable experience reading this book. It was well written with warmth (the same way Julie presents) shining through. Although it was absolutely packed with information, it was not dry like some academic texts. This is a text that will clearly help teachers to build their capacity

around high impact reading instruction.

Tamara Johansen, Literacy Leader, Humpty Doo Primary School, NT