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Hits 1 – 7 of 7
1
Quantitative dosage manipulation for DLD (Frizelle et al., 2021) ...
Frizelle, Pauline
;
Anna-Kaisa Tolonen
;
Tulip, Josie
. - : ASHA journals, 2021
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2
Quantitative dosage manipulation for DLD (Frizelle et al., 2021) ...
Frizelle, Pauline
;
Anna-Kaisa Tolonen
;
Tulip, Josie
. - : ASHA journals, 2021
BASE
Show details
3
The impact of intervention dose form on oral language outcomes for children with developmental language disorder
Murphy, Carol-Anne
;
Tolonen, Anna-Kaisa
;
McKean, Cristina
. - : American Speech-Language-Hearing Association, ASHA, 2021
BASE
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4
The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis
Frizelle, Pauline
;
Tolonen, Anna-Kaisa
;
Tulip, Josie
. - : American Speech-Language-Hearing Association, 2021
BASE
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5
The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis.
Frizelle, Pauline
;
Tolonen, Anna-Kaisa
;
Tulip, Josie
. - : American Speech-Language-Hearing Association, 2021
BASE
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6
Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ...
Law, James
;
Tulip, Josie
;
Stringer, Helen
;
Cockerill, Maria
;
Dockrell, Julie
. - : SAGE Journals, 2019
Abstract:
The nature of ‘Teacher talk’ is likely to have a considerable bearing on the child’s learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. ...
Keyword:
130312 Special Education and Disability
;
170199 Psychology not elsewhere classified
;
200399 Language Studies not elsewhere classified
;
Education
;
FOS Educational sciences
;
FOS Languages and literature
;
FOS Psychology
URL:
https://sage.figshare.com/collections/Teachers_observing_classroom_communication_An_application_of_the_Communicating_Supporting_Classroom_Observation_Tool_for_children_aged_4_7_years/4641659/1
https://dx.doi.org/10.25384/sage.c.4641659.v1
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7
Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ...
Law, James
;
Tulip, Josie
;
Stringer, Helen
. - : SAGE Journals, 2019
BASE
Show details
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