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Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years.
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Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial
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The perception of prosody and associated auditory cues in early-implanted children: the role of auditory working memory and musical activities.
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In: Int J Audiol , 53 (3) 182 - 191. (2014) (2014)
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Efficacy of language intervention in the early years.
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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)
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| 5 |
Efficacy of language intervention in the early years.
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In: J Child Psychol Psychiatry , 54 (3) pp. 280-290. (2013) (2013)
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Community-based early intervention for language delay: a preliminary investigation
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In: Research outputs 2012 (2012)
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Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.
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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)
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Supporting early oral language skills for English language learners in inner city preschool provision
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In: British Journal of Educational Psychology , 80 (4) pp. 497-515. (2010) (2010)
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Abstract:
BACKGROUND: A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement. AIMS: This paper reports the development of a theoretically motivated oral language intervention, Talking Time, designed to meet the needs of preschool children with poor language skills in typical preschool provision. SAMPLE: One hundred and forty-two 4-year-old children attending three inner city preschools in a disadvantaged area of London, England. METHOD: This is a quasi-experimental intervention study comparing children exposed to Talking Time with children exposed to a contrast intervention and children receiving the statutory early years curriculum. Measures were taken of both targeted and non-targeted language and cognitive skills. RESULTS: Data were analysed for the ELL. The intervention had a significant effect on vocabulary, oral comprehension, and sentence repetition but not narrative skills. As predicted, there were no effects on the skills which were not targeted. CONCLUSIONS: Regular evidence-based oral language interactions can make significant improvements in children's oral language. There is a need to examine the efficacy of more intensive interventions to raise language skills to allow learners to access the curriculum.
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Keyword:
Child; Comprehension; Early Intervention (Education); Emigrants and Immigrants; Ethnic Groups; Female; Humans; Language Development Disorders; London; Male; Multilingualism; Poverty; Preschool; Urban Population; Verbal Behavior; Vocabulary
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URL: http://discovery.ucl.ac.uk/1486814/
http://discovery.ucl.ac.uk/1486814/1/Dockrell2010Supporting.pdf
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Effects of fully-established Sure Start Local Programmes on 3-year-old children and their families living in England: a quasi-experimental observational study.
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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)
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Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.
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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)
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| 11 |
Effects of Sure Start local programmes on children and families: early findings from a quasi-experimental, cross sectional study.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2006)
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| 12 |
Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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