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This book, written by Janet Wright and Myra Kersner is about the ways in which teachers and speech and language therapists work together with children who have communication problems in mainstream schools, special units and special schools. It explores the issues that have influenced these working relationships and why children with communication problems may benefit from a professional partnership of teacher and therapist. For the first time information is brought together about current practice in educational settings with reference to current literature both from this country and abroad. The book also includes strategies for the development of working relationships. Speech and language therapists and teachers as well as speech and language therapy students and students teachers will welcome this practical text. -
The books in this series, from Hull Learning Services, gather together all the vital knowledge and practical support that schools need to meet specific needs. This book provides information that is simply explained and clearly signposted so that practitioners can quickly access what they need to know. Each book describes a specific area of special educational need and explains how it might present difficulties for pupils within the school setting. Checklists and photocopiable forms are provided to help save time and develop good practice. With all the vital information practitioners need about Speech and Language Difficulties, and off-the-shelf support, this book includes strategies for:- developing attention control
- how to improve language and listening skills
- teaching phonological awareness
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This handbook, written by Suzi Clipson-Boyles, is an accessible text that can be used effectively by assistants in nursery and primary classroom settings, supporting teachers in the language development of young children. The text describes the main features of langauge learning and early literacy within a practical context and relates to the three attainment targets of the National curriculum and the wider curricular for early years settings.To encourage reflective practice by the reader, useful activities are placed appropriately within each chapter, some of which are supported by photocopiable activity sheets. The author also provides additional notes which suggest ideas for group work. -
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This is a 10-week programme of units and lesson activities for children aged 7-11 years, who are new to English. -
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This book by Pam Hodson and Deborah Jones is subtitiled 'The Process Approach to Writing for Literacy'. The following snippets from the introduction explain this approach. -
This book, by Philomena Ott. -
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This book was written for those working in an early years setting. There are a variety of contexts in which young children begin their education and the terminology in the book reflects that variety. This book will show that theory and research have a direct impact on practice. Those working with young children must not be mere technicians but must have a firm understanding of the ways in which young children learn and ways to best teach them. -
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Exploring literacy through a cross curricular approach, this book focuses upon the processes involved in understanding and composing text. In this book David Wray examines the role of texts in learning across the curriculum and includes:- Practical suggestions for enhancing literacy work in the classroom
- Helpful hints and tips on how to improve the writing skills of your pupils
- Advice on how literacy can be developed and applied across the curriculum.
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Elizabeth Grugeon, Lorraine Hubbard, Carol Smith and Lyn Dawes have produced a text that looks at the ways in which teachers can develop children's abilities in speaking and listening, as required by the National Curriculum. The authors discuss the links between language and learning, offer case studies and suggestions for classroom practice. and provide stimulating activities to help pupils to become more articulate, coherent and effective in standard English. This book is a suitable text for students taking initial teacher training courses at the primary level. It could also be a useful handbook for all primary teachers. -
This accessible text  written by Virginia Beringer and Beverly Wolf answers the question "How can teachers provided effective literacy instruction for students with learning difficulties?" Blending critical insights from scientific research studies with lessons learned from teaching experience, this text prepares educators to:- organise classrooms routines and lesson plans through differentiated instruction  to meet their student's instructional needs
- improve every aspect of students' literacy by providing both oral and written language instruction
- create a positive learning environment that promotes intellectual engagement
- apply a specific framework for instruction that helps students overcome working memory inefficiencies and fluency problems
- consider how preservice teacher education and inservice professional development can prepare teachers for differentiated instruction in general education.
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This book is subtitled - A pocket full of tools, techniques and inspiration for dynamic challenging lessons that nurture thinking. It is is a little book of big ideas, written by Anne de A'Echevarria and Ian Patience. -
This book by Carol Ann Tomlinson offers a powerful practical solution for primary and Secondary teachers who need to divide their time, resources and efforts to effectively instruct so many students of diverse backgrounds, readiness and skill levels, and interests. She offers much more than theory filling the pages with real-life examples of teachers and students using differentiated instruction.Using a 'think versus sink approach' Tomlinson guides all readers through small changes, then even larger ones, until differentiation becomes a way of life that enriches both teachers and students. -
This book, by Michael Farrell, offers the classroom teacher practical advice, information and enlightenment that will help them bridge the gap between theory and practice, and equip them with a range of strategies with which to tackle every day classroom situations. -
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In his landmark book, Steven Pinker shows how language is part of our genetic inheritance rather than a cultural creation. Destroying the myths about language that children learn to talk by copying parents, that grammatical standards are in decline, that English defies logic - Pinker reveals the innate human instinct to communicate that we are all born with. -
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Torkel Klingberg MD PhD is one of the worlds leading cognitive neuroscientists but in this book he wears his erudition lightly, writing with simplicity and good humour as he shows us how to give our children the best chance to learn and grow. He focuses in particular on 'working memory' and provides us with a variety of different techniques and scientific results that may just teach us how to improve our children's working memories. -
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This book, edited by Prue Goodwin, provides primary teachers with sound advice and practical suggestions about the teaching of literacy. With direct reference made to recent national initiatives in literacy teaching, each chapter takes an aspect of literacy and describes how theory is transformed into realistic learning experiences in the classroom.
