Sentences with phrase «language and literacy interventions»

Her research focuses on the development and evaluation of early language and literacy interventions for children from high poverty communities.

Her research interests include the development of language and literacy interventions for students who are English learners (ELs).

«Meredith Rowe's innovative research program holds remarkable promise, particularly for the design of practical language and literacy interventions.

Rowe is a researcher in the field of development psychology with a focus on language and literacy interventions.

Our review of over 300 early language and literacy (preschool through early elementary school) outcomes found that the typical early language and literacy intervention adds only 1.6 months of additional growth over routine instructional practices.

Not exact matches

The secondary version covers: • Leading literacy across the school • Reading for enjoyment and wider reading • Developing teachers» reading approaches and pedagogy • Supporting pupils struggling to read through interventions such as phonics • Writing engagement and enjoyment • Developing teachers» writing knowledge and pedagogy • Supporting pupils struggling to write — spelling, punctuation and grammar • Developing spoken language skills This sample section focuses on leading literacy across the school.

Her research this year has focused on the language and literacy development of students at risk for special needs — especially those who are English language learners — and she plans to continue this research in the hope of developing better interventions.

To design models of classroom intervention that prevent literacy difficulties and promote its development in adolescents, we must establish a better understanding of the language - based processes inherent in their daily classroom experience.

This project developed and tested a vocabulary intervention as part of a larger vocabulary study designed to improve language and literacy skills in Spanish / English bilingual second graders.

(Un) Commonly Connected: A Social Network Analysis of State Standards Resources for English / Language Arts AERA Open, November 2017 This article examines the results of two quasi-experimental studies of the implementation and impact of the Literacy Design Collaborative (LDC), an intervention designed to support secondary teachers» transition to Common Core State Standars in Enlish language arts.

Her extensive research looks at which teaching interventions and techniques are most effective in helping children acquire literacy and language skills.

She has extensive experience in program and curriculum development and has developed and implemented an effective, research - based language and literacy teacher professional development intervention called ExCELL.

The role of speech pathologists in the early identification of children with language problems which could lead to interventions which might prevent or ameliorate subsequent reading problems was noted, and the LDA submission put the view that more routine collaboration between speech pathologists and educators could improve literacy outcomes for all students.

It is designed for students with word - level deficits not making sufficient progress through their current intervention, have been unable to learn with other teaching strategies and require multisensory language instruction, or who require more intensive structured literacy instruction due to a language - based learning disability, such as dyslexia.

She is a nationally recognized multilingual presenter and literacy consultant specializing in reading intervention and differentiating instruction for English language learners.

Classroom Promotion of Oral Language (CPOL): protocol for a cluster randomised controlled trial of a school - based intervention to improve children's literacy outcomes at grade 3, oral language and

This training module reviews the effective practices identified in the IES Practice Guide Effective Literacy and English Language Instruction for English Learners in the Elementary Grades and shows how these findings support literacy instruction for English language learners within a response to intervention frLiteracy and English Language Instruction for English Learners in the Elementary Grades and shows how these findings support literacy instruction for English language learners within a response to intervention frliteracy instruction for English language learners within a response to intervention framework.

A former early intervention specialist and language development specialist, he has also taught high school English, writing, and literacy development to public school students.

Children at risk can benefit from early intervention directed at emergent literacy and oral language.

SRA FLEX Literacy ™ is a comprehensive reading and language arts intervention system built on the Common Core State Standards for struggling readers in grades 3 and up in tiers 2, 3, or 4.

This brief outlines a systematic school - wide intervention that consistently integrates content knowledge and language and literacy development in content area curricula.

For example, African American children born in poverty who participated in early childhood education programs had higher graduation rates, higher adult earnings, and fewer arrests than their peers.102 A similar study found that students who participated in early intervention programs maintained higher high school GPAs, were two times more likely to have attended a four - year college, and were more likely to hold a job than their peers.103 Furthermore, research finds that participation in state - funded preschool programs improves children's language, literacy, and mathematical skills.104

Her interests include language, literacy, and interventions for English language learners.

The intervention attended to both the language and literacy needs of English language learners; for example, the student booklets included activities and strategies to strengthen students» reading and writing by using «specific comprehension questions about inquiry activities, strategies to enhance comprehension of science information in expository text at the end of each lesson, and [focus on] various language functions (e.g., describing, explaining, reporting, drawing conclusions «in the context of science inquiry»)» (Lee et al., 2008b, p. 38).

Years of practice wisdom, theory, and related areas of research (i.e., the importance of the home literacy environment, parental stimulation of children's language development, security of the parent - child attachment relationship, and parent involvement in preschool and early intervention programs) strongly suggest that parents» involvement in their children's formal schooling is vital for their academic success, even though the research evidence is less than conclusive.

Yet while many recent preschool interventions have been found to have short - term effects on young children's language, literacy, mathematics, executive function, and social - emotional development, studies show that impacts on cognitive and academic skills tend to diminish in early elementary school — a phenomenon commonly known as fade - out or convergence.

Targeted interventions are particularly important for mothers with lower educational backgrounds or literacy skills, and for whom English is a second language.