If you haven't listened to or read the latest APM Report from Emily Hanford, this is really a must. A multifaceted look at the importance of oral language, background knowledge, and effective instruction for reading comprehension, Hanford’s report sheds light on the cruel intersections and interactions between race, family income, poverty, and educational failure.
Read MoreAs part of a postgraduate qualification in Primary Teaching I had the privilege of studying how to teach the humanities and social sciences. As a BA graduate, I was thrilled. I soon discovered, however, that inquiry-based, constructivist pedagogies were touted by the lecturer as the only acceptable approach to teaching this learning area. Given the research into the limits of constructivist approaches (especially for novices), this was disheartening…
Read MoreWinstanley et al. (2019). Dr Maxine Winstanley, a very accomplished colleague of mine from the UK, has had a career as a police officer before training as a speech-language pathologist and undertaking a PhD. This new paper is based on her work with young people in the north of England – mostly as they first make contact with the youth justice system. Here’s a brief overview, relevant for all working (or interested) in the youth justice space.
Read MoreI conducted a yearlong study in a youth justice facility in Victoria, Australia. Along with an assessment study (n = 27), I conducted a phase one language intervention trial using a series of six empirical single case studies. This evaluated the extent to which intensive, one-to-one language intervention improved the language skills of male young offenders. I also investigated the feasibility of delivering SLP services using quantitative and qualitative data, including service efficiency data, qualitative field notes, and a staff focus group.
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