Evaluating the Effectiveness of an Early Years Language Intervention

SLP-educator classroom collaboration: A review to inform reason-based practice

“…As well, the experimental classes were found to be more language rich on a rating measure of the classroom language and literacy environment. Compared to previous findings of low use of language strategies (Bickford-Smith et al., 2005), high use of directive language, and insufficient language models for language growth in preschools (Turnbull et al., 2009), findings such as these studies involving SLP-educator collaboration in preschools lead Justice et al. (2009) to conclude that the presence of a SLP-educator collaborative framework may be necessary to achieve high quality language and literacy instruction.…”

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

“…the presence of some elements of the classroom microsystem that maximised the efficacy of the studied intervention. There were a number of distinctive factors identified in class B where gains were noted in all studied dimensions (see table 8) which were consistent with the indicators of good quality of language teaching characterised by a frequent use of open-ended questions, dialogic reading techniques including language modeling, expanding and recasting, as well as expository language enabling and shifting of power relations in favour of the pupils (Bickford-Smith et al, 2005;Ezell and Justice 2005;Justice et al 2005;Justice and Pence 2005;Whitehurst, 1997). There was no other class participating in the study in which all of these indicators of good quality of language teaching were observed (see table 8).…”

“…The observations of the classroom microsystem comprised of categories related to the teacher-child interactions which have been recognised by early childhood researchers to be key features of the effective early language pedagogy (Bickford-Smith et al, 2005;Dickinson, 2001a;2001b;Walsh & Blewitt, 2006;Weitzman & Greenberg, 2002;Whitehurst et al, 1988). The coding process was based on the categories of presence/ absence and frequency/non-frequency of occurrence of the observed phenomena.…”

The Development of the Manchester Motor Skills Assessment (MMSA): An initial evaluation

“…Carabine and Downton (2000) describe how a peer support group approach impacted positively upon the learning and self-perceptions of secondary pupils with specific learning difficulties. Bickford-Smith et al (2005) also show how EPs and speech and language therapists collaborated on implementing and evaluating an early years language intervention. Their findings informed LEA policy and emphasised the importance of training staff who work directly with children in cognition and language development.…”