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Classroom Teachers’ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism
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In: Test Series for Scopus Harvesting 2021 (2021)
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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss
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The perspectives of students involved in a classroom-based oral language intervention in their first formal year of schooling
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In: Journal of Clinical Practice in Speech-Language Pathology, Vol. 21, no. 2 (2019), pp. 94-99 (2019)
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Parents’ and teacher aides’ perceptions and expectations of the language and communication abilities of children with Down syndrome
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In: Speech, Language and Hearing, Vol. 22, no. 3 (Jul 2019), pp. 160-171 (2019)
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ...
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ...
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Parents' and teacher aides' perceptions and expectations of the language and communication abilities of children with Down syndrome
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom
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In: Australian Journal of Teacher Education (2017)
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Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework
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In: Australian Journal of Teacher Education (2017)
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The home literacy environment of pre-schoolers with autism or Down syndrome
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International Survey of Speech-Language Pathologists⠐ractices in Working with Children with Autism Spectrum Disorder
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The Development of Oracy in Students with English as an Additional Language or Dialect Through Music
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The Development of Oracy in Students with English as an Additional Language or Dialect Through Music
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Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Listening to the voices of education professionals involved in implementing an oral language and early literacy program in the classroom
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Abstract:
This paper explores teachers’ and teacher assistants’ self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their experiences of delivering PrepSTART through a series of focus groups. A content analysis was conducted to determine key themes in participant responses. These themes were then analysed in relation to the four self-efficacy components (mastery, experience, vicarious experience, verbal persuasion and emotional arousal). Differences in levels of understanding about oral language development, communication between professionals, and the importance of building networks emerged as key themes. An improved understanding of the self-efficacy of professionals regarding the implementation of oral language programs will further facilitate the interdisciplinary approach that is needed to promote early academic success for students. ; Griffith Health, School of Rehabilitation Sciences ; Full Text
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Keyword:
Education not elsewhere classified
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URL: http://hdl.handle.net/10072/346475 https://doi.org/10.14221/ajte.2017v42n8.2
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Enhancing phonological awareness and orthographic knowledge of preservice teachers: An intervention through online coursework
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Promoting language and social communication development in babies through an early storybook reading intervention
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