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

Constructing 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 analyzing problems. offers dependent intervention programmes to supply help for youngsters with language and literacy difficultiesDescribes sincerely tips to increase the language and beginning literacy abilities of youngsters within the classroomIncludes information regarding tips on how to check study, and the way to observe and layout intervention concepts to be used with person childrenHelps lecturers to improve an realizing of the intervention and examine method as a wholeAdditional magazine content material to help this name is on the market click on right here

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HOW CAN WE EVALUATE THE EFFECTIVENESS OF TEACHING METHODS? The approach of taking theory through to practice requires us to evaluate the effectiveness of different approaches to teaching: how do we assess whether a method of teaching works? The most obvious (and regrettably most widely used) method is with a before/after or pre-test/post-test study. In this method, we simply measure a group of children’s reading skills before an intervention is given and then re-test all the children (say 6 months later) after they have received a period of specialist teaching.

In turn, this information will ensure that an appropriate amount of time is given to training phonemic skills. Earlier, we discussed the ‘Phonic Phases’ which form part of the Letters and Sounds programme. These are an excellent example of criterion referenced measures. For example, in Phase Four, children ‘can blend adjacent consonants in words and apply this skill when reading unfamiliar texts’. This type of information is essential for planning an intervention, but it is also useful to have norm referenced measures to provide an indication of severity of a child’s difficulties.

Screening Measures Typically a teacher would use a range of screening measures regularly to help select children who might benefit from additional support. 1 The assessment cycle PRINCIPLES OF INTERVENTION 33 There are six phonic phases which, in brief, comprise: 1 Distinguish between different sounds in environment; show awareness of rhyme and alliteration; blend and segment orally 2 Know about 19 letter sound correspondences. Blend and segment VC and CVC (two and three letter) words; know some tricky words 3 Know one way of representing each of 42 phonemes.

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