Sentences with phrase «on language interventions»

Nonie Lesaux is professor of education at the Harvard Graduate School of Education, where she conducts research on language interventions for students with diverse linguistic and cultural backgrounds.

«Nonie is an outstanding young scholar, whose research on language interventions for at - risk children has already had a great impact on the field of education,» said McCartney.

Not exact matches

These interventions are premised on the real and pressing fact that children's early exposure to language, both spoken and written, varies widely by class.

The Jamaican intervention relied on home visits to teach mothers, one - on - one, how to interact with their toddlers using books and toys designed to raise cognitive, language, and motor skills.

In addition to a positive effect on self - regulation, the intervention had a positive effect on math achievement for English language learners.

And synthesizing that information with data on population size, travel distances, geography, language and other factors can provide context for which factors influenced the epidemic's spread and duration — and where to target treatment and interventions.

About Site - This blog helps individuals with dyslexia, as well as parents, employers, and professionals of all kinds who have the privilege to work with dyslexics gain new understandings about dyslexia and language disability, including current research findings and how to design intervention contexts based on best practices.

back staging it on pop fashion and art food,, cold play and you being almost as funkadleic as,, kl f our totnes pop band the west country bring out comicness and fun with bil lbalies as standup comedy, but the uncanny, comic connections,, and ideologies,, divine intervention etc has to be confronted,, in this instance,, there, writer,, everything went,, lahlah lah when i found out1999 my first son was deaf,,,, your film baby driver now he is 21 effected,, very deeply as a deaf man him and he would love to meet you,, and help you do baby driver two accompanied rap back, on his life in the deaf community London as an artists and lover of fast cars,, and anti war gang block buster, he has all the locations and sights he just needs u when u next in London,, he is Leonardo Patterson on Facebook but as his mum - an interpreter,, i have to translate he wants to take u top the 32 floor of the shade, an ask u how come sign language music blips u got him quite emotional echoes his child hood with his Jamaican father,,,, he just wants the anti war second mix,, none violent comedy,, with bil bailey unit as a mixed race teenager growing up in south London, he has seen the,, how gangs nonviolence,, have ruined it,, for, cant give any more away he cant work out how to meet your pr,, as he is dyslexic,, soi he is getting me to write this,, Lamborghini,, s are his love,, its cosmic,, could u make a,, deaf teeagers dream come true,, we could meet you clpahm picture house where wesaw bay driver with subitles at thier subtitles for deaf club every Thursday,, can you messge me onfacebook messgenr,, thanks his deaf club,, eevry wed,, would also love avisit,, deaf club central, reards su and,,, leonardo patterson,,,

The research team will focus on the following three questions: 1) Does iRead Intervention improve language skills (vocabulary and narrative) of young children?

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Early intervention critical for all children - but more so when language and SES needs also impact on school readiness.

Dr. Burns has authored over 100 journal articles on the neuroscience of language and communication, has written three books on language difficulties associated with neurological disorders, and lectured around the world on neuroscience applications to education and clinical intervention for children and adults with communication / cognitive disorders.

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.

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

USING COLOURFUL SEMANTICS TO WRITE: Colorful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colorful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

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.

Colourful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colourful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

* Colorful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colorful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

To be clear, with the exception of interventions in low - performing schools, ESSA's language on evidence - based activities is permissive rather than binding.

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

Bilingual Cooperative Integrated Reading and Composition (BCIRC) This intervention report from What Works Clearing House found that the «Bilingual Cooperative Integrated Reading and Composition Program,» have potentially positive effects on reading achievement and English language development.

Based on decades of scientific research, Achieve3000's solutions — Smarty Ants ® (for grades PreK - 2), KidBiz3000 ® (for grades 2 - 5), TeenBiz3000 ® (for grades 6 - 8), Empower3000 ™ (for grades 9 - 12), Spark3000 ® (for adult learners), and eScience3000 ® (for grades 6 - 8)-- support core curriculum, Response to Intervention, English language learner, and special education instructional models as well as 21st - century education initiatives.

Based on decades of scientific research, Achieve3000 online solutions deliver engaging, nonfiction content that supports core curriculum, Response to Intervention, English language learning, special education, and other instructional models.

In a broader instructional intervention working with ELL students across grades K - 6 for whom science instruction replaced traditional reading / language arts, Klentschy (2003) showed that grade 6 students who participated in the initiative for 4 or more years averaged a percentile rank of 64 on a state - administered nationally - normed reading test.

In addition to a focus on poverty, the issue also features articles on a range of issues important to school leaders, including response to intervention, family engagement, and English - language learners.

Based on this research, Brito sees dual - language programs as a viable intervention for students who are struggling in school — not just as enrichment for children who are already performing at grade level.

Seth has published articles in school psychology journals, and has presented at many statewide, as well as national conferences on topics such as tiered problem solving, data based decision - making, program evaluation, peer tutoring, school - based intervention teams, and RTI for English language learners.

The impact of an instructional intervention on the science and language learning of middle grade English language learners.

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 article focuses on issues regarding the use of response to intervention (RTI) with English language learner (ELL) students.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Based on decades of scientific research, Achieve3000 solutions deliver engaging, nonfiction content that supports core curriculum, Response to Intervention, English language learner, special education, and other instructional models.

Focus areas range from academic disciplines (K — 12 math, science, world languages, and so on) to specific programs (such as library media, guidance, or Response to Intervention) to approaches that promote deeper thinking (such as the extent to which critical thinking is embedded in a district's curriculum).

Experts from many quarters offer teachers a veritable bazaar of solutions — guided reading, early intervention, literature - based instruction, integrated language arts, phonics first... the list goes on and on.

Intervention plans are based on comprehensive assessments performed by experienced, licensed speech - language pathologists

Interventions that build on effective first - language science teaching research but also take into account the language and cultural backgrounds of English language learners may be more promising.

The findings indicate that students who had never received English for speakers of other languages (ESOL) services and students who had received but exited from these services significantly outperformed similar students in a control group who were not exposed to the intervention curriculum on measures of science achievement, basic learning engagement, and goal orientation.

The intervention was focused on developing third and fourth graders» academic language associated with ESL science lessons.

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).

Results show that students, all of whom were English language learners in this particular study, performed significantly better on the posttest with vocabulary that they had been explicitly taught using intervention methods than on vocabulary they were exposed to, but not explicitly taught.

Explore strategies for integrating the Common Core State Standards for English language arts for grades 3 — 5, focusing on areas of instruction, curriculum, assessment, and intervention.

Unveiling opens with an arrangement of texts published online on June 16, followed by a weekend of sporadic interventions and intermittent «events», which will unfold as «points of concentration» exploring how artistic space becomes visible or withdrawn within the space of language.

First, the NAS released two distinct reports — one on CDR and the other on Albedo Modification — with language explicitly stating that these two categories of «climate interventions» should not be analyzed together.

MedRhythms focuses on this intersection between music and neuroscience providing interventions to achieve optimum outcomes in sensorimotor, speech & language, and cognitive goals in patients.

Ann Arbor, MI About Blog This blog helps individuals with dyslexia, as well as parents, employers, and professionals of all kinds who have the privilege to work with dyslexics gain new understandings about dyslexia and language disability, including current research findings and how to design intervention contexts based on best practices.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Children and foster parents were randomly assigned to receive with the Attachment and Biobehavioral Catch - up (ABC) intervention or to a comparison group which received the Developmental Education for Families (DEF) program which focuses on cognitive and language development.

Experiences in the first 1000 days of life have a crucial influence on child development and health.1 Appropriate early child development (including physical, social and emotional, language and cognitive domains) has consistently been shown to be associated with good health and educational outcomes in childhood and consequent health and employment outcomes in adulthood.2 — 4 Adopting a life course approach, including early intervention, is essential, 5 and investment is therefore needed in effective prenatal and postnatal services to optimise child health, well - being and developmental resilience.6

In Denver, low - resource families who received home visiting showed modest benefits in children's language and cognitive development.102 In Elmira, only the intervention children whose mothers smoked cigarettes before the experiment experienced cognitive benefits.103 In Memphis, children of mothers with low psychological resources104 in the intervention group had higher grades and achievement test scores at age nine than their counterparts in the control group.105 Early Head Start also identified small, positive effects on children's cognitive abilities, though the change was for the program as a whole and not specific to home - visited families.106 Similarly, IHDP identified large cognitive effects at twenty - four and thirty - six months, but not at twelve months, so the effects can not be attributed solely to home - visiting services.107

Early findings from a study into the effects of environment on the health of urban Aboriginal children have demonstrated the need for critical intervention points that can be scaled up, for children at risk of largely unrecognised and untreated conditions such as speech and language problems, many of which have only been identified by the screening processes in the study.