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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 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 BASE Show 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 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. Keyword: Education (General); Psychology 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/ BASE Hide 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

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