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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 21 1 The linguistically aware teacher and the teacher-aware linguist McCartney, Elspeth; Ellis, Sue In: Clinical linguistics & phonetics. - London : Informa Healthcare 27 (2013) 6, 419-427 OLC Linguistik Show details 2 The linguistically aware teacher and the teacher-aware linguist Ellis, Sue; McCartney, Elspeth. - : Taylor & Francis, 2013 BASE Show details 3 From storytellers to narrators : how can the history of reading help with understanding reading comprehension? Jajdelska, Elspeth. - : Cambridge University Press, 2012 BASE Show details 4 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 5 Applied linguistics and primary school teaching Ellis, Sue (Hrsg.); McCartney, Elspeth (Hrsg.). - Cambridge [u.a.] : Cambridge Univ. Press, 2011 BLLDB UB Frankfurt Linguistik Show details 6 The use of corpus-based approaches in children's knowledge about language Sealey, Alison. - : Cambridge University Press, 2011 BASE Show details 7 The use of corpus-based approaches in children’s knowledge about language Sealey, Alison Jean. - : Cambridge University Press, 2011 BASE Show details 8 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 9 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 10 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 11 Foreign language teaching in the primary school : meeting the demands Tierney, Daniel. - : Cambridge University Press, 2011 BASE Show details 12 Words and pictures : towards a linguistic understanding of picture books and reading pedagogy Smith, Vivienne. - : Cambridge University Press, 2011 BASE Show details 13 Applied Linguistics and Primary School Teaching Ellis, Sue; McCartney, Elspeth. - : Cambridge University Press, 2011 BASE Show details 14 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 15 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Ellis, Sue; Boyle, James. - 2010 BASE Show details 16 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Kerr, Jane; Boyle, James. - : SAGE Publications, 2010 BASE Show details 17 Supporting students who struggle with language McCartney, Elspeth; Ellis, Sue. - : New Zealand Council for Educational Research, 2010. : Wellington, 2010 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 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 19 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 20 Open dialogue peer review: a response to Tymms, Merrell & Coe McCartney, Elspeth; Ellis, Sue. - 2008 BASE Show details Page: 1 2

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