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Addendum to "Increasing Early Childhood Educators' Use of Communication-Facilitating and Language-Modelling Strategies: Brief Speech and Language Therapy Training"
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McDonald, David; Proctor, Penny; Gill, Wendy; Heaven, Sue; Marr, Jane; Young, Jane – Child Language Teaching and Therapy, 2015
The purpose of this addendum is to include within our discussion the findings of Girolametto et al. (2007), a randomized controlled trial of Teacher Talk training, an adapted version of Learning Language and Loving It (LLLI) (Weitzman and Greenberg, 2002). Teacher Talk does not include the coaching and video feedback elements of LLLI. Girolametto…
Descriptors: Early Childhood Education, Speech Therapy, Communication Strategies, Language Acquisition
Meeting the Recommendations of the Bercow Report: The Challenges and the Potential within Initial Teacher Education
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Mroz, Maria – Child Language Teaching and Therapy, 2012
The recommendations from the Bercow Review of services for children with speech, language and communication needs (DCSF, 2008a) have significant implications for the training of pre-service teachers who will be expected to be more able to meet the needs of such children. This article explores the potential within the Standards for Qualified…
Descriptors: Identification, Preservice Teacher Education, Foreign Countries, Preservice Teachers
RALLI: An Internet Campaign for Raising Awareness of Language Learning Impairments
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Bishop, Dorothy V. M.; Clark, Becky; Conti-Ramsden, Gina; Norbury, Courtenay Frazier; Snowling, Margaret J – Child Language Teaching and Therapy, 2012
In contrast to dyslexia and autism, specific language impairment (SLI) is a neglected condition not only in research, but also in debates about policy and practice. A recent analysis of research publications and grants confirmed this impression, showing that SLI attracted far less research funding and led to fewer publications than many other…
Descriptors: Language Impairments, Internet, Clinical Psychology, Psychologists
Vocabulary Intervention for School-Age Children with Language Impairment: A Review of Evidence and Good Practice
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Steele, Sara C.; Mills, Monique T. – Child Language Teaching and Therapy, 2011
The purpose of this article is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional…
Descriptors: Evidence, Educational Strategies, Intervention, Language Impairments