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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 32 1 Exploration of an innovative approach to physical education (better movers and thinkers) on children’s coordination and cognition Dalziell, Andrew Gregor. - : The University of Edinburgh, 2016 BASE Show details 2 Better Movers and Thinkers (BMT): An Exploratory Study of an Innovative Approach to Physical Education Dalziell, Andrew; Boyle, James; Mutrie, Nanette. - : PsychOpen, 2015 BASE Show details 3 Psychometric properties of the revised Teachers' Attitude towards Inclusion Scale Monsen, Jeremy J.; Ewing, Donna L.; Boyle, James. - 2015 BASE Show details 4 Better movers and thinkers (BMT) : an exploratory study of an innovative approach to physical education Dalziell, Andrew; Boyle, James; Mutrie, Nanette. - 2015 BASE Show details 5 Psychometric properties of the revised teachers' attitude toward inclusion scale Monsen, Jeremy J; Ewing, Donna L; Boyle, James. - : Routledge, 2015 BASE Show details 6 The relationship between inhibition and working memory in predicting children's reading difficulties Booth, Josephine N.; Boyle, James M.E.; Kelly, Steve W. In: Journal of research in reading. - Leeds : Wiley-Blackwell 37 (2014) 1, 84-101 OLC Linguistik Show details 7 Engagement in digital entertainment games: A systematic review Boyle, Elizabeth A.; Connolly, Thomas M.; Hainey, Thomas... In: Computers in human behavior. - Amsterdam [u.a.] : Elsevier 28 (2012) 3, 771-780 OLC Linguistik Show details 8 Indirect language therapy for children with persistent language impairment in mainstream primary schools: outcomes from a cohort intervention Bannatyne, Susan; Turnbull, Mary; McCartney, Elspeth... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 46 (2011) 1, 74-82 BLLDB OLC Linguistik Show details 9 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 10 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 11 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Ellis, Sue; Boyle, James. - 2010 BASE Show details 12 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Kerr, Jane; Boyle, James; Turnbull, Mary; Ellis, Sue. - : SAGE Publications, 2010 Abstract: In the UK, speech and language therapists (SLTs) work with teachers to support children with language impairment (LI) in mainstream schools. Consultancy approaches are often used, where SLTs advise educational staff who then deliver language-learning activities. However, some research suggests that schools may not always sustain activities as planned. There is a need to consider teachers' views on implementing consultancy approaches, and use these to develop practical means to set-up, monitor and evaluate classroom-based language-learning activities, developing a 'language support model' useful to teachers. The small-scale study described aimed to investigate and analyse teachers' and SLTs' views, and to use these to develop a language support model suited to the ecology of the primary classroom. A small-scale participatory evaluation study is reported. Participants were three community SLTs, and mainstream primary teachers experienced with children with LI: four teachers from one authority who had been involved in a previous language-learning trial, and 15 teachers from three other authorities. Methods were short questionnaire, group interview and iterative document revision. On the basis of participants' views, a flexible language support model was developed. This model outlines school and SLT actions needed to implement and monitor language activities and to check progress, with related materials for teachers. The language support model reflected participants' views of the realities of classroom work, and the materials were judged useful to teachers. They have been edited and published for general use. © The Author(s) 2010. Keyword: intervention efficacy; specific language impairment; speech and language therapy URL: https://doi.org/10.1177/0265659010369306 http://dspace.stir.ac.uk/bitstream/1893/28126/1/McCartney_Child_Language_Teaching_and_Therapy_2010.pdf http://hdl.handle.net/1893/28126 BASE Hide details 13 Intervention for mixed receptive-expressive language impairment: A review Boyle, James; Law, James; McCartney, Elspeth. - : Wiley, 2010 BASE Show details 14 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 15 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 16 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 17 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 Dickson, Kirstin; Marshall, Marjorie; Boyle, James. - 2009 BASE Show details 18 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 19 Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment Campbell, Cathy; Boyle, James; Law, James... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 43 (2008) 3, 245-264 (with corr.) BLLDB OLC Linguistik Show details 20 Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment Roulstone, S.; Campbell, Craig; Boyle, James. - : Taylor & Francis, 2008 BASE Show details Page: 1 2

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