• Refine your search:
  • 
    Keyword:
    
    • Special aspects of education (10)
    • Philology. Linguistics (8)
    • Pathologischer Spracherwerb (5)
    • Sprachtherapie bei Kindern (5)
    • Education (General) (4)
    • Other systems of medicine (4)
    • Primary Education (4)
    • Psychology (4)
    • Theory and practice of education (4)
    • Bewertungskriterium (Sprachtherapie) (3)
    •   more
  • 
    Creator / Publisher:
    
    • McCartney, Elspeth (50)
    • Ellis, Sue (21)
    • orcid:0000-0002-6234-0348 (17)
    • Boyle, James (16)
    • University of Strathclyde (12)
    • O'Hare, Anne (10)
    • Law, James (8)
    • Bannatyne, Susan (7)
    • Greenhalgh, Trisha (7)
    • Education (6)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Article (51)
    • Book (2)
    • Miscellaneous (1)
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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 3 Hits 21 – 40 of 54 21 The use of corpus-based approaches in children’s knowledge about language Sealey, Alison Jean. - : Cambridge University Press, 2011 BASE Show details 22 Indirect language therapy for children with persistent language impairment in mainstream primary schools : outcomes from a cohort intervention McCartney, Elspeth; Boyle, James; Ellis, Sue. - 2011 BASE Show details 23 How to empower teachers working with children with language impairments : why a ‘just-in-time’ model might work Ellis, Sue; McCartney, Elspeth. - : Cambridge University Press, 2011 BASE Show details 24 What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher McCartney, Elspeth; Ellis, Sue; Bourne, J.. - 2011 BASE Show details 25 Foreign language teaching in the primary school : meeting the demands Tierney, Daniel. - : Cambridge University Press, 2011 BASE Show details 26 Words and pictures : towards a linguistic understanding of picture books and reading pedagogy Smith, Vivienne. - : Cambridge University Press, 2011 BASE Show details 27 Applied Linguistics and Primary School Teaching Ellis, Sue; McCartney, Elspeth. - : Cambridge University Press, 2011 BASE Show details 28 Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention McCartney, Elspeth; Boyle, James; Ellis, Sue. - : Wiley, 2011 BASE Show details 29 Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services? Forbes, Joan; McCartney, Elspeth. - 2010 BASE Show details 30 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Ellis, Sue; Boyle, James. - 2010 BASE Show details 31 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Kerr, Jane; Boyle, James. - : SAGE Publications, 2010 BASE Show details 32 Intervention for mixed receptive-expressive language impairment: A review Boyle, James; Law, James; McCartney, Elspeth. - : Wiley, 2010 BASE Show details 33 Social capital theory: A cross-cutting analytic for teacher/therapist work in integrating children's services? Forbes, Joan; McCartney, Elspeth. - : SAGE Publications Ltd, 2010 BASE Show details 34 Supporting students who struggle with language McCartney, Elspeth; Ellis, Sue. - : New Zealand Council for Educational Research, 2010. : Wellington, 2010 Abstract: This chapter considers children who have speech, language and communication difficulties. These can arise from insufficient quality or quantity of language experience, or they may arise developmentally, despite appropriate language input from families and carers. They may or may not be associated with impairments such as hearing loss, learning disabilities, cerebral palsy or autistic spectrum disorders. Whether children's difficulties are specific to language-learning or more general, it is important that they become motivated, engaged learners. Motivation is central, but not in itself enough to guarantee high engagement. Engaged readers are intrinsically (rather than extrinsically) motivated to read, and have the required resources and strategies to do so. Meta-analyses show that strategy teaching, curricular coherence, choice, social collaboration and purpose all impact upon reading engagement (Guthrie and Wigfield 2000). Motivation and engagement impact upon attainment through mechanisms such as practice effects and perseverance. Continued engagement is therefore particularly important for children with speech, language and communication difficulties. Where language is part of the problem, children are at significant risk of literacy difficulties persisting into adult life (Law et al. 2009). Keyword: childhood studies; Childrens literature; Education; Education (General); language; Linguistics and Language; literacy; students URL: http://hdl.handle.net/1893/27742 http://dspace.stir.ac.uk/bitstream/1893/27742/1/McCartney_Supporting_students_who_struggle_with_language_2010.pdf https://www.nzcer.org.nz/nzcerpress/motivating-literacy-learners-todays-world BASE Hide details 35 Cost analysis of direct versus indirect and individual versus group modes of manual-based speech-and-language therapy for primary school-age children with primary language impairment Boyle, James; Marshall, Marjorie; O'Hare, Anne... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 44 (2009) 3, 369-381 BLLDB OLC Linguistik Show details 36 Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: principal outcomes from a randomized controlled trial and economic evaluation Forbes, John; McCartney, Elspeth; O'Hare, Anne... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 44 (2009) 6, 826-846 BLLDB OLC Linguistik Show details 37 The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research Boyle, James; Ellis, Sue; McCartney, Elspeth. - 2009 BASE Show details 38 What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teachers Ellis, Susan; McCartney, Elspeth; Bourne, Jill. - 2009 BASE Show details 39 The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - Implications of recent language intervention research McCartney, Elspeth; Ellis, Sue; Boyle, James. - : Wiley, 2009 BASE Show details 40 Open dialogue peer review: a response to Tymms, Merrell & Coe McCartney, Elspeth; Ellis, Sue. - 2008 BASE Show details Page: 1 2 3

Mobile view All Catalogues UB Frankfurt Linguistik 1 IDS Mannheim 0 OLC Linguistik 9 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 7 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 42 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0