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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 21 1 Maternal Resources for Care Are Associated With Child Growth and Early Childhood Development in Bangladesh and Vietnam Basnet, Sulochana; Moore, Spencer; Frongillo Jr., Edward A.... In: Faculty Publications (2021) BASE Show details 2 Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children. Anaya, Jissel B; Peña, Elizabeth D; Bedore, Lisa M In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018) BASE Show details 3 Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children. Anaya, Jissel B; Peña, Elizabeth D; Bedore, Lisa M In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018) BASE Show details 4 Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development. Moody, CT; Baker, BL; Blacher, J In: Journal of intellectual disability research : JIDR, vol 62, iss 7 (2018) BASE Show details 5 Achieving abstraction: Generating far analogies promotes relational reasoning in children. Walker, Caren M; Hubachek, Samantha Q; Vendetti, Michael S In: Developmental psychology, vol 54, iss 10 (2018) BASE Show details 6 Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children. Hall, Matthew L; Eigsti, Inge-Marie; Bortfeld, Heather... In: Journal of deaf studies and deaf education, vol 22, iss 1 (2017) BASE Show details 7 Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years. ... Green, Jonathan; Pickles, Andrew; Pasco, Greg. - : Apollo - University of Cambridge Repository, 2017 BASE Show details 8 Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years. British Autism Study of Infant Siblings (BASIS) Team; Charman, Tony; Jones, Emily. - : Wiley, 2017. : J Child Psychol Psychiatry, 2017 BASE Show details 9 Large-Scale Behavior-Change Initiative for Infant and Young Child Feeding Advanced Language and Motor Development in a Cluster-Randomized Program Evaluation in Bangladesh Frongillo Jr., Edward A.; Nguyen, Phuong H; Saha, Kuntal K... In: Faculty Publications (2017) BASE Show details 10 Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial Nicholson, Jan M.; Cann, Warren; Matthews, Jan. - : BioMed Central, 2016 BASE Show details 11 A randomized trial comparison of the effects of verbal and pictorial naturalistic communication strategies on spoken language for young children with autism. Schreibman, Laura; Stahmer, Aubyn C In: Journal of autism and developmental disorders, vol 44, iss 5 (2014) BASE Show details 12 A culturally appropriate intervention to improve health behaviors in Hispanic mother-child dyads. Bender, Melinda S; Nader, Philip R; Kennedy, Christine... In: Childhood obesity (Print), vol 9, iss 2 (2013) BASE Show details 13 A culturally appropriate intervention to improve health behaviors in Hispanic mother-child dyads. Bender, Melinda S; Nader, Philip R; Kennedy, Christine... In: Childhood obesity (Print), vol 9, iss 2 (2013) BASE Show details 14 Efficacy of language intervention in the early years. Fricke, S; Bowyer-Crane, C; Haley, AJ... In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013) BASE Show details 15 Efficacy of language intervention in the early years. Fricke, S; Bowyer-Crane, C; Haley, AJ... In: J Child Psychol Psychiatry , 54 (3) pp. 280-290. (2013) (2013) BASE Show details 16 Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial. Burgoyne, K; Duff, FJ; Clarke, PJ; Buckley, S; Snowling, MJ; Hulme, C In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012) Abstract: BACKGROUND: This study evaluates the effects of a language and literacy intervention for children with Down syndrome. METHODS: Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two U.K. locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. RESULTS: After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. CONCLUSIONS: A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. Keyword: Child; Down Syndrome; Dyslexia; Early Intervention (Education); Female; Great Britain; Humans; Language; Language Development Disorders; Language Therapy; Male; Phonetics; Preschool; Reading; Remedial Teaching; Treatment Outcome; Vocabulary URL: https://doi.org/10.1111/j.1469-7610.2012.02557.x BASE Hide details 17 Supporting early oral language skills for English language learners in inner city preschool provision Dockrell, JE; Stuart, M; King, D In: British Journal of Educational Psychology , 80 (4) pp. 497-515. (2010) (2010) BASE Show details 18 Effects of fully-established Sure Start Local Programmes on 3-year-old children and their families living in England: a quasi-experimental observational study. Melhuish, E; Belsky, J; Leyland, AH... In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008) BASE Show details 19 Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Carroll, JM; Bowyer-Crane, C; Duff, FJ... In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008) BASE Show details 20 Autism and tuberous sclerosis. Smalley, SL; Tanguay, PE; Smith, M... In: Journal of autism and developmental disorders, vol 22, iss 3 (1992) BASE Show details Page: 1 2

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