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A physician-initiated intervention to increase colorectal cancer screening in Chinese patients.
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In: Cancer, vol 124 Suppl 7, iss Suppl 7 (2018)
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A physician-initiated intervention to increase colorectal cancer screening in Chinese patients.
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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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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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Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.
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In: Journal of learning disabilities, vol 48, iss 2 (2015)
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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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Innovative solutions to novel drug development in mental health.
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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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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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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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Abstract:
BACKGROUND: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. METHODS: In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; M(age) = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language intervention, beginning in nursery (preschool), in three group sessions per week, continuing with daily sessions on transition to Reception class (pre-Year 1). The intervention was delivered by nursery staff and teaching assistants trained and supported by the research team. Following screening, children were assessed preintervention, following completion of the intervention and after a 6-month delay. RESULTS: Children in the intervention group showed significantly better performance on measures of oral language and spoken narrative skills than children in the waiting control group immediately after the 30 week intervention and after a 6 month delay. Gains in word-level literacy skills were weaker, though clear improvements were observed on measures of phonological awareness. Importantly, improvements in oral language skills generalized to a standardized measure of reading comprehension at maintenance test. CONCLUSIONS: Early intervention for children with oral language difficulties is effective and can successfully support the skills, which underpin reading comprehension.
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Keyword:
Child; Comprehension; Early Intervention (Education); Female; Humans; Language Development; Language Tests; Language Therapy; Male; Preschool; Reading; Vocabulary; Wechsler Scales
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URL: http://discovery.ucl.ac.uk/1388531/
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Innovative solutions to novel drug development in mental health.
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In: Neurosci Biobehav Rev , 37 (10 Pt 1) pp. 2438-2444. (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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Interventions for children's language and literacy difficulties.
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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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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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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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Predictive validity of the get ready to read! Screener: concurrent and long-term relations with reading-related skills.
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