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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 Hits 1 – 20 of 30 1 Inclusive literacy teaching : raising attainment and equity by empowering educators and broadening the evidence they use Ellis, Sue; Rowe, Adele. - 2020 BASE Show details 2 The linguistically aware teacher and the teacher-aware linguist McCartney, Elspeth; Ellis, Sue In: Clinical linguistics & phonetics. - London : Informa Healthcare 27 (2013) 6, 419-427 OLC Linguistik Show details 3 The linguistically aware teacher and the teacher-aware linguist Ellis, Sue; McCartney, Elspeth. - : Taylor & Francis, 2013 BASE Show details 4 From storytellers to narrators : how can the history of reading help with understanding reading comprehension? Jajdelska, Elspeth. - : Cambridge University Press, 2012 BASE Show details 5 Indirect language therapy for children with persistent language impairment in mainstream primary schools: outcomes from a cohort intervention Bannatyne, Susan; Turnbull, Mary; McCartney, Elspeth... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 46 (2011) 1, 74-82 BLLDB OLC Linguistik Show details 6 Applied linguistics and primary school teaching Ellis, Sue (Hrsg.); McCartney, Elspeth (Hrsg.). - Cambridge [u.a.] : Cambridge Univ. Press, 2011 BLLDB UB Frankfurt Linguistik Show details 7 The use of corpus-based approaches in children's knowledge about language Sealey, Alison. - : Cambridge University Press, 2011 BASE Show details 8 The use of corpus-based approaches in children’s knowledge about language Sealey, Alison Jean. - : Cambridge University Press, 2011 BASE Show details 9 Indirect language therapy for children with persistent language impairment in mainstream primary schools : outcomes from a cohort intervention McCartney, Elspeth; Boyle, James; Ellis, Sue. - 2011 BASE Show details 10 How to empower teachers working with children with language impairments : why a ‘just-in-time’ model might work Ellis, Sue; McCartney, Elspeth. - : Cambridge University Press, 2011 BASE Show details 11 What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher McCartney, Elspeth; Ellis, Sue; Bourne, J.. - 2011 BASE Show details 12 Foreign language teaching in the primary school : meeting the demands Tierney, Daniel. - : Cambridge University Press, 2011 BASE Show details 13 Words and pictures : towards a linguistic understanding of picture books and reading pedagogy Smith, Vivienne. - : Cambridge University Press, 2011 BASE Show details 14 Applied Linguistics and Primary School Teaching Ellis, Sue; McCartney, Elspeth. - : Cambridge University Press, 2011 BASE Show details 15 Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention McCartney, Elspeth; Boyle, James; Ellis, Sue; Bannatyne, Susan; Turnbull, Mary. - : Wiley, 2011 Abstract: Background: A manualized language therapy developed via a randomized controlled trial had proved efficacious in the short-term in developing expressive language for mainstream primary school children with persistent language impairment. This therapy had been delivered to a predetermined schedule by speech and language therapists or speech and language therapy assistants to children individually or in groups. However, this model of service delivery is no longer the most common model in UK schools, where indirect consultancy approaches with intervention delivered by school staff are often used. Aims: A cohort study was undertaken to investigate whether the therapy was equally efficacious when delivered to comparable children by school staff, rather than speech and language therapists or speech and language therapy assistants. Methods & Procedures: Children in the cohort study were selected using the same criteria as in the randomized controlled trial, and the same manualized therapy was used, but delivered by mainstream school staff using a consultancy model common in the UK. Outcomes were compared with those of randomized controlled trial participants. Outcomes & Results: The gains in expressive language measured in the randomized controlled trial were not replicated in the cohort study. Less language-learning activity was recorded than had been planned, and less than was delivered in the randomized controlled trial. Implications for 'consultancy' speech and language therapist service delivery models in mainstream schools are outlined. Conclusions & Implications: At present, the more efficacious therapy is that delivered by speech and language therapists or speech and language therapy assistants to children individually or in groups. This may be related to more faithful adherence to the interventions schedule, and to a probably greater amount of language-learning activity undertaken. Intervention delivered via school-based 'consultancy' approaches in schools will require to be carefully monitored by schools and SLT services. Keyword: education; evidence-based practice (EBP); expressive language; specific language impairment (SLI); speech and language therapy; teachers URL: http://hdl.handle.net/1893/28116 https://doi.org/10.3109/13682820903560302 http://dspace.stir.ac.uk/bitstream/1893/28116/1/McCartney_International_Journal_of_Language_and_Communication_Disorders_2011.pdf BASE Hide details 16 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Ellis, Sue; Boyle, James. - 2010 BASE Show details 17 Interdisciplinary perspectives on learning to read : culture, cognition and pedagogy Harrison, Colin; Goswami, Usha; Hall, Kathy. - : Routledge, 2010 BASE Show details 18 Developing a language support model for mainstream primary school teachers McCartney, Elspeth; Kerr, Jane; Boyle, James. - : SAGE Publications, 2010 BASE Show details 19 Supporting students who struggle with language McCartney, Elspeth; Ellis, Sue. - : New Zealand Council for Educational Research, 2010. : Wellington, 2010 BASE Show details 20 The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research Boyle, James; Ellis, Sue; McCartney, Elspeth. - 2009 BASE Show details Page: 1 2

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