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Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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sj-pdf-1-fla-10.1177_0142723721989471 – Supplemental material for Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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sj-pdf-1-fla-10.1177_0142723721989471 – Supplemental material for Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School
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In: Front Psychol (2020)
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The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish
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In: Front Psychol (2020)
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Teachers’ reported practices for teaching writing in England
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Do children with specific language impairment and autism spectrum disorders benefit from the presence of orthography when learning new spoken words?
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Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment
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Supporting children with speech, language and communication needs : an overview of the results of the Better Communication Research Programme
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An evaluation of the written texts of children with SLI : the contributions of oral language, reading and phonological short-term memory
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Explaining the academic achievement at school leaving for pupils with a history of language impairment : previous academic achievement and literacy skills
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Abstract:
The relationships are explored between language and literacy and academic success at 16 years in an English sample of 62 young people with a history of specific language impairment identified at 8 years. Data were available from national assessments at 16 and 14; in addition the pupils had completed a range of standardized tests to examine language, literacy and non-verbal ability at 10 years and 8 months and at 16 years. Concurrent measures of literacy had the highest correlations with academic performance. However, analysis revealed a complex model identifying relationships between academic performance at 16 and previous academic attainments in secondary school (national assessments at 14) and a measure of language (listening to paragraphs, Clinical Evaluation of Language Fundamentals 3 or CELF-R(UK); Peers et al., 1999). Standardized measures of literacy, non-verbal ability and listening to paragraphs (CELF-R(UK)) taken at age 1 I accounted for over 50% of the variance in performance on Key Stage 3 (KS3) assessments at 14 in English, maths and science. Current gaps in our understanding of the factors that support successful school performance are discussed.
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Keyword:
LB1603 Secondary Education. High schools; LC Special aspects of education
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URL: https://doi.org/10.1177/0265659011398671 http://wrap.warwick.ac.uk/41564/
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Meeting the needs of children and young people with speech, language and communication difficulties
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The impact of specific language impairment on adolescents' written text
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