Emily Harrison | Birmingham City University (original) (raw)
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Papers by Emily Harrison
Child Language Teaching and Therapy, 2022
Studies that have examined whole-school interventions that target conceptual knowledge reveal cha... more Studies that have examined whole-school interventions that target conceptual knowledge reveal characteristics that are important in the delivery of a deep processing approach to word learning. These consist of explicit instruction, play, and multi-sensory experiences that are situated within and repeated across varied contexts. Word Aware (WA) is an example of a vocabulary intervention that incorporates such features. This study examined the effectiveness of the Early Years version of the WA programme in supporting the development of vocabulary knowledge in a sample of 92 children comparing them to a control group of 31 children who received usual teaching. Student speech and language therapists supported the testing and delivery of a 10-week intervention as part of their clinical placement and were interviewed along with the teachers on their perceptions of the intervention and their experiences collaborating with staff to support the whole school delivery of the programme. Informa...
Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy... more Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.
Scientific Studies of Reading, 2018
Trends in Language Acquisition Research, 2016
The purpose of this chapter is to review ‘traditional’ approaches to reading interventions alongs... more The purpose of this chapter is to review ‘traditional’ approaches to reading interventions alongside experimental work which has devised tasks for the assessment of speech rhythm in different age groups. The chapter reflects on how to take the best of these tasks and intervention formats and combine them into a potential model for speech rhythm-based reading intervention. The chapter reviews the phonological deficit hypothesis before detailing reading interventions linked to this hypothesis and found to be effective in raising attainment in reading. It then reviews the methodologies and findings of studies looking at speech rhythm and its contribution to reading processes. This chapter proposes that tasks used to assess speech rhythm sensitivity could usefully be adapted and used in the context of early intervention.
Journal of Research in Reading, 2017
Child Language Teaching and Therapy, 2022
Studies that have examined whole-school interventions that target conceptual knowledge reveal cha... more Studies that have examined whole-school interventions that target conceptual knowledge reveal characteristics that are important in the delivery of a deep processing approach to word learning. These consist of explicit instruction, play, and multi-sensory experiences that are situated within and repeated across varied contexts. Word Aware (WA) is an example of a vocabulary intervention that incorporates such features. This study examined the effectiveness of the Early Years version of the WA programme in supporting the development of vocabulary knowledge in a sample of 92 children comparing them to a control group of 31 children who received usual teaching. Student speech and language therapists supported the testing and delivery of a 10-week intervention as part of their clinical placement and were interviewed along with the teachers on their perceptions of the intervention and their experiences collaborating with staff to support the whole school delivery of the programme. Informa...
Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy... more Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.
Scientific Studies of Reading, 2018
Trends in Language Acquisition Research, 2016
The purpose of this chapter is to review ‘traditional’ approaches to reading interventions alongs... more The purpose of this chapter is to review ‘traditional’ approaches to reading interventions alongside experimental work which has devised tasks for the assessment of speech rhythm in different age groups. The chapter reflects on how to take the best of these tasks and intervention formats and combine them into a potential model for speech rhythm-based reading intervention. The chapter reviews the phonological deficit hypothesis before detailing reading interventions linked to this hypothesis and found to be effective in raising attainment in reading. It then reviews the methodologies and findings of studies looking at speech rhythm and its contribution to reading processes. This chapter proposes that tasks used to assess speech rhythm sensitivity could usefully be adapted and used in the context of early intervention.
Journal of Research in Reading, 2017