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Developing Language and Literacy: Effective Intervention in by Julia M. Carroll, Claudine Bowyer-Crane, Fiona J. Duff,

By Julia M. Carroll, Claudine Bowyer-Crane, Fiona J. Duff, Charles Hulme, Margaret J. Snowling

Developing Language and Literacy: powerful Intervention within the Early Years describes profitable intervention programmes to enhance the phonological abilities, vocabulary, and grammar of little ones susceptible to interpreting problems.

  • Presents established intervention programmes to supply aid for kids with language and literacy difficulties
  • Describes basically find out how to increase the language and starting place literacy talents of teenagers within the classroom
  • Includes information regarding how one can check examine, and the way to observe and layout intervention options to be used with person children
  • Helps lecturers to boost an realizing of the intervention and study method as a whole
  • Additional magazine content material to aid this identify is obtainable click on here

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Additional resources for Developing Language and Literacy: Effective Intervention in the Early Years

Sample text

It is not the focus of these assessments to determine whether a child is average or below average for their age, but to know whether they have specific skills or not. This is criterion referenced measurement. Criterion referenced tests are particularly important for planning an intervention. In order to decide which elements to include in an intervention, it is important to know whether a child knows a particular letter or word, and hence whether it is useful to teach these things. In contrast to criterion referenced tests, norm referenced tests compare a child’s performance to the average for their age.

THE IMPORTANCE OF EVIDENCE 19 RANDOMISED CONTROLLED TRIALS In a randomised study people are assigned ‘at random’ to either receive an intervention or to be in a control group. The simplest design is where the control group receive no treatment; but sometimes they receive the treatment later (when the treatment of the first group is complete). More complicated designs may involve the control group receiving an alternative treatment; this is potentially a conservative assessment of the effects of an intervention, unless the alternative intervention really is totally unrelated to the issue we are studying.

The Salford Sentence Reading Test, for example, is a measure which measures sentence reading accuracy, and therefore could be used as a measure of text reading. There are also tests which provide scores for both text reading accuracy and comprehension in the same measure, described below. Reading Comprehension As well as assessing children’s accuracy of text reading, it is crucial to know whether they understand what they have read. National attainment tests usually include a measure of reading comprehension in which children are scored as meeting or not meeting several level descriptors.

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