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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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| 2 |
Diversity of Child and Family Characteristics of Children with Hearing Loss in Family-Centered Early Intervention in The Netherlands
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In: Journal of Clinical Medicine; Volume 11; Issue 8; Pages: 2074 (2022)
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| 3 |
Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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| 5 |
Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review ...
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| 6 |
Oslo Early Education Study, study 1: Impact of a professional development intervention on child-language outcomes assessed after one year ...
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| 7 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
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| 8 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 9 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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| 10 |
A preliminary evaluation of a manualised intervention to improve early literacy skills in children with developmental language disorder
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In: Research outputs 2014 to 2021 (2021)
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Abstract:
Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.
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Keyword:
developmental language disorder; early literacy; Education; Language and Literacy Education; manualised intervention; response to intervention; tier 1 intervention
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=12621&context=ecuworkspost2013
https://ro.ecu.edu.au/ecuworkspost2013/11615
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| 11 |
Mechanisms Underlying Values Affirmation Interventions: Data and Analysis Files ...
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| 12 |
Mechanisms Underlying Values Affirmation Interventions: Data and Analysis Files ...
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| 13 |
Response to Intervention 2 EasyCBM and AIMSweb Intervention Programs How They Relate to Student Growth
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In: Electronic Theses and Dissertations (2021)
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| 14 |
Dismantling Internet-Based Cognitive Behavioral Therapy for Tinnitus. The Contribution of Applied Relaxation: A Randomized Controlled Trial
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In: ETSU Faculty Works (2021)
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| 15 |
Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
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| 16 |
Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years
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In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 21 (2021)
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| 17 |
Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases
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In: Brain Sciences ; Volume 11 ; Issue 10 (2021)
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| 18 |
Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder
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In: Children ; Volume 8 ; Issue 11 (2021)
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| 19 |
Enhanced Milieu Teaching with Phonological Emphasis: A Pilot Telepractice Parent Training Study for Toddlers with Clefts
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In: Children ; Volume 8 ; Issue 9 (2021)
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| 20 |
Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities
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In: Languages ; Volume 6 ; Issue 1 (2021)
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