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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 29 1 The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School Joye, Nelly; Dockrell, Julie E.; Marshall, Chloë R. In: Front Psychol (2020) BASE Show details 2 Teachers’ reported practices for teaching writing in England Dockrell, Julie E.; Marshall, Chloë R.; Wyse, Dominic. - : Springer Netherlands, 2015 Abstract: To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers’ approaches to the teaching of writing in a sample of English primary schools, using the ‘simple view of writing’ as a framework to examine the extent to which different aspects of the writing process are addressed. One hundred and eighty-eight staff from ten different schools responded to an online questionnaire. Only the data from class teachers (n = 88) who responded to all items on the questionnaire were included in the final analyses. Respondents enjoyed teaching writing and felt prepared to teach it. However, despite feeling that they were effective in identifying approaches to support students’ writing, nearly half reported that supporting struggling writers was problematic for them. Overall teachers reported more work at word level, occurring several times a week, than with transcription, sentence or text levels, which were reported to occur weekly. Planning, reviewing and revising occurred least often, only monthly. For these variables no differences were found between teachers of younger (age 4–7) and older students (age 8–11). By contrast, an examination of specific aspects of each component revealed differences between the teachers of the two age groups. Teachers of younger students focused more frequently on phonic activities related to spelling, whereas teachers of older students focussed more on word roots, punctuation, word classes and the grammatical function of words, sentence-level work, and paragraph construction. Keyword: Article URL: https://doi.org/10.1007/s11145-015-9605-9 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4761376/ BASE Hide details 3 Word production errors in children with developmental language impairments Marshall, Chloë R.. - : The Royal Society, 2014 BASE Show details 4 Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task* MARSHALL, CHLOE R.; ROWLEY, KATHERINE; MASON, KATHRYN... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2013) 1, 193-220 OLC Linguistik Show details 5 Sentence repetition as a measure of morphosyntax in monolingual and bilingual children Komeili, Mariam; Marshall, Chloë R. In: Clinical linguistics & phonetics. - London : Informa Healthcare 27 (2013) 2, 152-162 OLC Linguistik Show details 6 Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model Ramus, Franck; Marshall, Chloe R.; Rosen, Stuart. - : Oxford University Press, 2013 BASE Show details 7 Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model Ramus, Franck; Marshall, Chloe R.; Rosen, Stuart. - : Oxford University Press, 2013 BASE Show details 8 Irregular past tense forms in English: how data from children with specific language impairment contribute to models of morphology Van der Lely, Heather K. J.; Marshall, Chloe R. In: Morphology. - Heidelberg [u.a.] : Springer 22 (2012) 1, 121-141 BLLDB OLC Linguistik Show details 9 "Who did Buzz see someone?" Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI Marshall, Chloe R.; Van der Lely, Heather K. J.; Jones, Melanie S. In: Lingua <Amsterdam>. - Amsterdam [u.a.] : Elsevier 121 (2011) 3, 408-422 BLLDB OLC Linguistik Show details 10 Parent-child interaction therapy (PCIT) in school-aged children with specific language impairment Allen, Jessica; Marshall, Chloe R. In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 46 (2011) 4, 397-410 BLLDB OLC Linguistik Show details 11 Short-Term Memory in Signed Languages: Not Just a Disadvantage for Serial Recall Marshall, Chloë R.; Mann, Wolfgang; Morgan, Gary. - : Frontiers Research Foundation, 2011 BASE Show details 12 Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI van der Lely, Heather K.J.; Jones, Melanie; Marshall, Chloë R.. - : North Holland Publishing, 2011 BASE Show details 13 Building an 'assessment use argument' for sign language: the BSL Nonsense Sign Repetition Test Marshall, Chloe R.; Mann, Wolfgang In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 13 (2010) 2, 243-258 BLLDB OLC Linguistik Show details 14 Do children with dyslexia and/or specific language impairment compensate for place assimilation? Insight into phonological grammar and representations Marshall, Chloe R.; Ramus, Franck; Van der Lely, Heather K. J. In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 27 (2010) 7-8, 563-586 BLLDB OLC Linguistik Show details 15 The acquisition of sign language: the impact of phonetic complexity on phonology Mason, Kathryn; Morgan, Gary; Mann, Wolfgang... In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 6 (2010) 1, 60-86 BLLDB OLC Linguistik Show details 16 Neural Correlates of Sublexical Processing in Phonological Working Memory McGettigan, Carolyn; Warren, Jane E.; Eisner, Frank. - 2010 BASE Show details 17 Effects of word position and stress on onset cluster production: evidence from typical development, specific language impairment, and dyslexia Marshall, Chloe R.; Van der Lely, Heather K. J. In: Language. - Washington, DC : Linguistic Society of America 85 (2009) 1, 39-57 BLLDB OLC Linguistik Show details 18 The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia Ramus, Franck; Marshall, Chloe R.; Harcourt-Brown, Sally... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 44 (2009) 4, 466-488 BLLDB OLC Linguistik Show details 19 Pamela M. Perniss, Roland Pfau, Markus Steinbach (eds.): Visible variation [Rezension] Morgan, Gary; Marshall, Chloe R. In: Journal of linguistics. - London [u.a.] : Cambridge Univ. Press 44 (2008) 2, 535-539 BLLDB OLC Linguistik Show details 20 Recognition of gated verbs by children with grammatical-specific language impairment: effects of inflection and frequency Van der Lely, Heather K. J.; Marshall, Chloe R. In: Journal of neurolinguistics. - Orlando, Fla. : Elsevier 21 (2008) 5, 433-451 BLLDB OLC Linguistik Show details Page: 1 2

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