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‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review ...
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‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review ...
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‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review
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In: Pilot Feasibility Stud (2022)
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Universal language development screening: comparative performance of two questionnaires
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In: BMJ Paediatr Open (2022)
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Testing the association between the early parent–child relationship and teacher reported socio-emotional difficulties at 11 years: A quantile mediation analysis
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Patterns of peer interaction in multimodal L2 digital social reading
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Law, James; Barny, David; Poulin, Rachel. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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The Emergence of Inner Speech and Its Measurement in Atypically Developing Children
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Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ...
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Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ...
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Data resource profile: the Child LAnguage REpository (CLARE)
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Data resource profile: The Child LAnguage REpository (CLARE)
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Reilly, Sheena; Cini, Eileen; Gold, Lisa; Goldfeld, Sharon; Law, James; Levickis, Penny; Mensah, Fiona; Morgan, Angela; Nicholson, Jan; Le, Ha; Pezic, Angela; Tomblin, Bruce; Wake, Melissa; Wardrop, Louise. - : Oxford University Press, 2018
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Abstract:
Oral language is a characteristic that defines the human species. How this ability develops underpins the health, productivity, and social well-being of individuals.1 Whereas most children acquire speech and language skills with relative ease, many do not, placing a sizeable burden on our health, education, social and economic systems.2,3 Considering this, research in the field has been chronically underfunded and fragmented, resulting in evidence gaps, limited research capacity and uncoordinated, poorly informed and often contradictory advice for policy makers and practitioners.4,5 Although language promotion and early intervention are clearly warranted, efforts to understand how and when best to target interventions have been hampered by a lack of appropriate longitudinal data. Only a few international population cohort studies have collected the detailed language measures required for accurate descriptions of the trajectories and outcomes of children’s language phenotyping.5,6 Studies measuring language in depth have been limited by small, non-representative samples, often drawn from clinical populations and/or commencing at preschool or school age,5 and thus missing the critical early years when the foundations for language are established. In addition, little is known about genetic and/or neural underpinnings, that is, the neurobiology of developmental language disorders (DLD).7 ; Griffith Health, Menzies Health Institute ; No Full Text
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Keyword:
Medical and Health Sciences not elsewhere classified; Public Health and Health Services; Statistics
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URL: https://doi.org/10.1093/ije/dyy034
http://hdl.handle.net/10072/381870
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Early home activities and oral language skills in middle childhood: a quantile analysis
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Home-Start early speech and language study: Phase 1 evaluation report
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Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
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In: pissn: 1368-2822 ; eissn: 1460-6984 (2018)
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