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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 Hits 1 – 7 of 7 1 Preschool Language Development of Children Born to Women with an Opioid Use Disorder. Lee SJ; Kim, Hyun Min; Woodward, Lianne. - : MDPI AG, 2021 BASE Show details 2 Brain, Cognition and Language: Current Issues in Child Language Hyter, Y.D.; Gillon, G.; Westby, C.E. In: Folia phoniatrica et logopaedica. - Basel : Karger 66 (2014) 1, 5-6 OLC Linguistik Show details 3 A Descriptive Study Examining Phonological Awareness and Literacy Development in Children with Down Syndrome van Bysterveldt, A.; Gillon, G. In: Folia phoniatrica et logopaedica. - Basel : Karger 66 (2014) 1, 48-57 OLC Linguistik Show details 4 Dedication to Sara Eyal Hyter, Y.D.; Scliar-Cabral, L.; Ferman, S.... In: Folia phoniatrica et logopaedica. - Basel : Karger 66 (2014) 1, 4 OLC Linguistik Show details 5 Supporting students who struggle with language McCartney, Elspeth; Ellis, Sue. - : New Zealand Council for Educational Research, 2010. : Wellington, 2010 Abstract: This chapter considers children who have speech, language and communication difficulties. These can arise from insufficient quality or quantity of language experience, or they may arise developmentally, despite appropriate language input from families and carers. They may or may not be associated with impairments such as hearing loss, learning disabilities, cerebral palsy or autistic spectrum disorders. Whether children's difficulties are specific to language-learning or more general, it is important that they become motivated, engaged learners. Motivation is central, but not in itself enough to guarantee high engagement. Engaged readers are intrinsically (rather than extrinsically) motivated to read, and have the required resources and strategies to do so. Meta-analyses show that strategy teaching, curricular coherence, choice, social collaboration and purpose all impact upon reading engagement (Guthrie and Wigfield 2000). Motivation and engagement impact upon attainment through mechanisms such as practice effects and perseverance. Continued engagement is therefore particularly important for children with speech, language and communication difficulties. Where language is part of the problem, children are at significant risk of literacy difficulties persisting into adult life (Law et al. 2009). Keyword: childhood studies; Childrens literature; Education; Education (General); language; Linguistics and Language; literacy; students URL: http://hdl.handle.net/1893/27742 http://dspace.stir.ac.uk/bitstream/1893/27742/1/McCartney_Supporting_students_who_struggle_with_language_2010.pdf https://www.nzcer.org.nz/nzcerpress/motivating-literacy-learners-todays-world BASE Hide details 6 Enhancing the phonological processing skills of children with specific reading disability Gillon, G; Dodd, B. - : Wiley, 1997 BASE Show details 7 A prospective study of the relationship between phonological, semantic and syntactic skills and specific reading disability Gillon, G; Dodd, B J In: Reading and writing. - New York, NY : Springer Science+Business Media 6 (1994) 4, 321-346 OLC Linguistik Show details

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