Citations (23)
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Elin Reikerås & Anne Elisabeth Dahle. (2022) Relations between reading skill level in fifth grade and functional language skills at toddler age. European Early Childhood Education Research Journal 30:6, pages 961-974.
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Duana Quigley, Martine Smith & Nóirín Hayes. (2022) ‘What's the magic word?’: mapping oral language interventions implemented in prevention and early intervention programmes. Irish Educational Studies 0:0, pages 1-24.
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Patricia Eadie, Hannah Stark, Pamela Snow, Lisa Gold, Amy Watts, Beth Shingles, Francesca Orsini, Judy Connell & Sharon Goldfeld. (2022) Teacher Talk in Early Years Classrooms following an Oral Language and Literacy Professional Learning Program. Journal of Research on Educational Effectiveness 15:2, pages 302-329.
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Sharon Goldfeld, Pamela Snow, Patricia Eadie, John Munro, Lisa Gold, Francesca Orsini, Judy Connell, Hannah Stark, Amy Watts & Beth Shingles. (2021) Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention. Scientific Studies of Reading 25:1, pages 1-30.
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Hannah L. Stark, Patricia A. Eadie, Pamela C. Snow & Sharon R. Goldfeld. (2020) The impact of a sustained oral language professional learning program on Australian early years’ teachers’ knowledge, practice and beliefs: a mixed-methods exploration. Professional Development in Education 46:2, pages 178-194.
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Maria Lathouras, Marleen F. Westerveld & David Trembath. (2019) Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds. Australian Journal of Learning Difficulties 24:2, pages 147-161.
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Sarah Gray, Amanda Kvalsvig, Meredith O’Connor, Elodie O’Connor, Emily Incledon, Joanne Tarasuik & Sharon Goldfeld. (2018) Can a teacher-reported indicator be used for population monitoring of oral language skills at school entry?. International Journal of Speech-Language Pathology 20:4, pages 447-457.
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Michelle I. Brown, Marleen F. Westerveld, David Trembath & Gail T. Gillon. (2018) Promoting language and social communication development in babies through an early storybook reading intervention. International Journal of Speech-Language Pathology 20:3, pages 337-349.
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Maria Lennox, Marleen F. Westerveld & David Trembath. (2018) Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students. International Journal of Speech-Language Pathology 20:2, pages 191-201.
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Caralyn Purvis, Brigid McNeill & Dean Sutherland. (2014) Language, communication, and literacy skills of adolescents with behavioral difficulties in mainstream education. Speech, Language and Hearing 17:4, pages 225-236.
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Articles from other publishers (13)
Olof Sandgren, Ketty Andersson, Viveka Lyberg Åhlander, Ida Rosqvist, Kristina Hansson & Birgitta Sahlén. (2022) A randomized controlled trial of the effectiveness of teacher continued professional development on student language outcomes. International Journal of Language & Communication Disorders 58:3, pages 879-891.
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Alireza Esfandbod, Zeynab Rokhi, Ali F. Meghdari, Alireza Taheri, Minoo Alemi & Mahdieh Karimi. (2022) Utilizing an Emotional Robot Capable of Lip-Syncing in Robot-Assisted Speech Therapy Sessions for Children with Language Disorders. International Journal of Social Robotics 15:2, pages 165-183.
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Sharon Goldfeld, Pamela Snow, Patricia Eadie, John Munro, Lisa Gold, Ha N. D. Le, Francesca Orsini, Beth Shingles, Judy Connell, Amy Watts & Tony Barnett. (2022) Classroom Promotion of Oral Language: Outcomes From a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children’s Reading Achievement. AERA Open 8, pages 233285842211315.
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Trine Filges, Carole Torgerson, Louise Gascoine, Jens Dietrichson, Chantal Nielsen & Bjørn A. Viinholt. (2019) Effectiveness of continuing professional development training of welfare professionals on outcomes for children and young people: A systematic review. Campbell Systematic Reviews 15:4.
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Kristin Rogde, Åste M. Hagen, Monica Melby‐Lervåg & Arne Lervåg. (2019) The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews 15:4.
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Pamela C. Snow. (2019) Speech-Language Pathology and the Youth Offender: Epidemiological Overview and Roadmap for Future Speech-Language Pathology Research and Scope of Practice. Language, Speech, and Hearing Services in Schools 50:2, pages 324-339.
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Susan H. Ebbels, Elspeth McCartney, Vicky Slonims, Julie E. Dockrell & Courtenay Frazier Norbury. (2018) Evidence‐based pathways to intervention for children with language disorders. International Journal of Language & Communication Disorders 54:1, pages 3-19.
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Cheryl Glowrey & Susan Plowright. 2019. Educational Researchers and the Regional University. Educational Researchers and the Regional University
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Badriah Basma & Robert Savage. (2017) Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis. Educational Psychology Review 30:2, pages 457-481.
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Thomas Hopkins, Judy Clegg & Joy Stackhouse. (2017) Examining the association between language, expository discourse and offending behaviour: an investigation of direction, strength and independence. International Journal of Language & Communication Disorders 53:1, pages 113-129.
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Kathryn Crowe, Tamara Cumming, Jane McCormack, Elise Baker, Sharynne McLeod, Yvonne Wren, Sue Roulstone & Sarah Masso. (2017) Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings. Child Language Teaching and Therapy 33:3, pages 267-285.
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Maria Lennox, Marleen F. Westerveld & David Trembath. (2017) Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?. Folia Phoniatrica et Logopaedica 69:4, pages 169-179.
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Pamela C. Snow, Dixie D. Sanger, Laura M. Caire, Patricia A. Eadie & Teagan Dinslage. (2015) Improving communication outcomes for young offenders: a proposed response to intervention framework. International Journal of Language & Communication Disorders 50:1, pages 1-13.
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