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The use of corpus-based approaches in children’s knowledge about language
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Indirect language therapy for children with persistent language impairment in mainstream primary schools : outcomes from a cohort intervention
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How to empower teachers working with children with language impairments : why a ‘just-in-time’ model might work
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What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher
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Foreign language teaching in the primary school : meeting the demands
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Words and pictures : towards a linguistic understanding of picture books and reading pedagogy
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28 |
Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention
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Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?
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30 |
Developing a language support model for mainstream primary school teachers
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Developing a language support model for mainstream primary school teachers
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32 |
Intervention for mixed receptive-expressive language impairment: A review
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Social capital theory: A cross-cutting analytic for teacher/therapist work in integrating children's services?
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The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
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Abstract:
Many UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined.
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Keyword:
Education (General); Psychology
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URL: https://strathprints.strath.ac.uk/8052/6/strathprints008052.pdf https://doi.org/10.1111/j.1471-3802.2009.01120.x https://strathprints.strath.ac.uk/8052/
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38 |
What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teachers
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The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - Implications of recent language intervention research
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Open dialogue peer review: a response to Tymms, Merrell & Coe
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