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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...8 Hits 1 – 20 of 151 1 Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists Lowe, H.; Henry, L.; Wallinger, J.. - : SAGE Publications, 2022 BASE Show details 2 Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists Joffe, V.; Wallinger, J.; Henry, L.. - : Sage, 2022 BASE Show details 3 Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy Nilsson, K.; Danielsson, H.; Elwér, Å.. - : Ubiquity Press, 2021 BASE Show details 4 Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading Samuelsson, S.; Nilsson, K.; Henry, L.. - : Ubiquity Press, 2021 BASE Show details 5 A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial Rowe, A.; Titterington, J.; Holmes, J.; Henry, L.; Taggart, L.. - : BioMed Central, 2021 Abstract: Background: International debate around the best models of speech and language therapy provision for children with language disorders has highlighted the need for research into classroom-based approaches and intervention dosage. Working memory (WM) is a cognitive skill linked to attention and language. ‘Recall to Enhance Children’s Attention, Language and Learning’ (RECALL) is a novel, six-week, classroom-based intervention delivered by health professionals (HPs) and teachers. It is designed to target WM and enhance attention and language skills in 4-5 year olds. Methods: A cluster randomised feasibility trial was conducted to investigate aspects of the feasibility of a definitive trial to evaluate RECALL: i) recruitment and sampling procedures; ii) compliance and fidelity; iii) the acceptability of RECALL to HPs and teachers; iv) the appropriateness of the outcome measures. Six classes of 4-5 year olds participated: two received RECALL; two received an existing intervention targeting attention skills (not underpinned by WM theory); and two received education as usual (no intervention). Ten children in each class (n= 60) were sampled to assess the appropriateness of the outcome measures. Classroom observations were conducted to measure fidelity and semi-structured interviews with HPs and teachers explored the acceptability of RECALL. Results: The recruitment targets were met and all six schools completed the trial but the sampling procedures require modification. Compliance was good (95% of RECALL sessions were delivered) but fidelity to the intervention protocol varied between 76% and 45% across the two schools. This was influenced by: large class sizes; child factors; and facilitator factors e.g., their understanding of the theory underpinning the intervention. The lack of fidelity reduced the dose (number of practice items) accessed by individual children, particularly those most at risk. There were mixed findings regarding the acceptability of RECALL and the appropriateness of the outcome measures. Conclusions: The trial could be easily scaled-up in a future definitive trial, with an amended sampling procedure. RECALL should be repackaged as a small group intervention to enhance the fidelity of its delivery and its acceptability to HPs and teachers. This study highlights the need for thorough training for professionals who deliver classroom-based interventions for children with language disorders. Trial registration: ISRCTN13633886. Registered 7 Sept 2018. Keyword: QP Physiology; RJ Pediatrics URL: https://openaccess.city.ac.uk/id/eprint/25483/11/s40814-021-00771-w.pdf https://openaccess.city.ac.uk/id/eprint/25483/ https://doi.org/10.1186/s40814-021-00771-w BASE Hide details 6 Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review Rowe, A.; Titterington, J.; Holmes, J.. - : Elsevier, 2019 BASE Show details 7 The effectiveness of classroom vocabulary intervention for adolescents with language disorder Lowe, H.; Henry, L.; Joffe, V.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 8 Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study Poloczek, S.; Henry, L.; Messer, D. J.. - : Taylor & Francis (Routledge), 2019 BASE Show details 9 Eyewitness identification in child witnesses on the autism spectrum Wilcock, R.; Crane, L.; Hobson, Z.. - 2019 BASE Show details 10 Education and memory : seven ways the science of memory can improve classroom learning Putnam, Adam L.; Roediger, Henry L. In: Learning & memory (Hoboken, NJ, 2018), p. 169-214 MPI für Psycholinguistik Show details 11 Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews Henry, L.; Crane, L.; Nash, G.. - : Kluwer Academic/Plenum Publishers, 2017 BASE Show details 12 Vocabulary intervention for adolescents with language disorder: a systematic review Lowe, H.; Henry, L.; Muller, L-M.. - : Wiley, 2017 BASE Show details 13 Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems? Messer, D. J.; Henry, L.; Zięcik, A. P.. - : John Wiley & Sons Inc., 2017 BASE Show details 14 Hearing and Balance Disorders in the State of Hawai‘i: Demographics and Demand for Services Shaikh, Mohsin Ahmed M; Hall, James W; McManus, Cindy. - : University Clinical, Education & Research Associate (UCERA), 2017 BASE Show details 15 Developmental delays in speech coding among children with Down syndrome and William’s syndrome Danielsson, H.; Henry, L.; Messer, D.M.. - : Elsevier, 2016 BASE Show details 16 Working memory and developmental language impairments Henry, L.; Botting, N.. - : SAGE Publications (UK and US), 2016 BASE Show details 17 The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments Messer, D. J.; Henry, L.; Nash, G.. - : Wiley, 2016 BASE Show details 18 Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study Henry, L.; Schuchardt, K.; Messer, D. J.. - : Elsevier, 2016 BASE Show details 19 Executive functions in adults with developmental dyslexia Smith-Spark, J. H.; Henry, L.; Messer, D. J.. - : Elsevier, 2016 BASE Show details 20 Executive functioning and verbal fluency in children with language difficulties Henry, L.; Messer, D. J.; Nash, G.. - 2015 BASE Show details Page: 1 2 3 4 5...8

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