Developing Language and Literacy
Effective Intervention in the Early Years
1st Edition
Published on 6. January 2011
192 pages
978-0-470-97747-7 (ISBN)
Description
Developing Language and Literacy: Effective Intervention in theEarly Years describes successful intervention programmes toimprove the phonological skills, vocabulary, and grammar of youngchildren at risk of reading difficulties.
* Presents two structured intervention programmes to providesupport for young children with language and literacydifficulties
* Describes clearly how to improve the language and foundationliteracy skills of young children in the classroom
* Includes information about how to assess research, and how tomonitor and design intervention strategies for use with individualchildren
* Helps teachers to develop an understanding of the interventionand research process as a whole
* Additional journal content to support this title is availableclickhere
Reviews / Votes
"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011More details
Other editions
Additional editions
Julia M. Carroll | Claudine Bowyer-Crane | Fiona J. Duff
Developing Language and Literacy - Effective Intervention in the Early Years
Software
04/2011
Wiley
€52.25
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Julia M. Carroll | Claudine Bowyer-Crane | Fiona J. Duff
Developing Language and Literacy
Effective Intervention in the Early Years
Book
12/2010
1st Edition
Wiley
€56.00
Shipment within 10-20 days
Julia M. Carroll | Claudine Bowyer-Crane | Fiona J. Duff
Developing Language and Literacy
Effective Intervention in the Early Years
Book
12/2010
1st Edition
Wiley
€121.50
Shipment within 10-20 days
Persons
Julia M. Carroll is an Associate Professor at the Universityof Warwick.
Claudine Bowyer-Crane is a Senior Lecturer at SheffieldHallam University and a chartered psychologist.
Fiona J. Duff is a Post-Doctoral Research Fellow in theDepartment of Psychology at the University of York.
Charles J. Hulme is Professor of Psychology at theUniversity of York.
Margaret J. Snowling is Professor of Psychology at theUniversity of York and a chartered clinical psychologist.
Illustrations by Dean Chesher
Content
List of Figures.
List of Tables.
List of Boxes.
About the Authors.
Foreword (Sir Jim Rose).
Acknowledgements.
Chapter 1 Theoretical Framework: Foundations of Learning toRead.
Chapter 2 The Importance of Evidence.
Chapter 3 Principles of Intervention: Screening, Assessment andMonitoring Progress.
Chapter 4 The Nuffield Language for Reading Study.
Chapter 5 The Phonology with Reading Programme.
Chapter 6 The Oral Language Programme.
Chapter 7 Adapting the Programme for Children with DifferentNeeds.
Chapter 8 Programme Delivery: Training, Implementation andFeedback.
References.
Glossary.
Appendices.
Appendix 3.1 Reference List for Assessment Tests.
Appendix 5.1 List of Books Used for Group Work.
Appendix 6.1 Example Sessions from the OL Programme.
6.1.1 Introduction Session.
6.1.2 Instruction Session.
6.1.3 Consolidation Week Session.
Appendix 6.2 Nursery Rhyme Time.
Appendix 6.3 Resources Used to Develop the Programme.
Appendix 8.1 The P+R Programme Manual.
Appendix 8.2 The OL Programme Manual.
Appendix 8.3 Handout for Describing Segmenting and Blending.
Appendix 8.4 Examples of Inconsistent Letter-SoundCorrespondences.
Appendix 8.5 Handout to Support Individual Book Reading.
Appendix 8.6 Individual Book Reading Strategies.
Appendix 8.7 Guidelines for Developing Sight Word Reading.
Appendix 8.8 Handout on Speech Production.
Appendix 8.9 Example of a Narrative Task.
Index.
