Browsing by Person "Law, James"

Now showing 1 - 20 of 30

Acquisition of Maternal Education and its Relation to Single Word Reading in Middle Childhood: An Analysis of the Millennium Cohort Study
(Wayne State University (WSU) Press, 2017-11) King, T.; McKean, C.; Rush, Robert; Westrupp, E.; Mensah, F.; Law, James
Maternal education captured at a single time point is commonly employed as a predictor of a child's cognitive development. In this paper we ask what bearing the acquisition of additional qualifications has upon reading performance in middle childhood. This was a secondary analysis of the UK's Millennium Cohort Study, a birth cohort of 18,000 children born in 2000. Our outcome variable was Single Word Reading from the British Abilities Scales at 7 years. Predictors included maternal age and education, relative poverty and parity. Increasing maternal education over time was associated with improved child outcomes with a 2 month developmental advantage for children whose mothers had increased education over those whose mothers had not. Parity was important but conditional on this, there was no evidence of child attainment reducing for the children of older mothers. A time-varying education level model is consistent with an input quality mechanism for language development.
An investigation into the minimum accelerometry wear time for reliable estimates of habitual physical activity and definition of a standard measurement day in pre-school children.
(IOP Science, 2014-11) Hislop, Jane; Law, James; Rush, Robert; Grainger, Andrew; Bulley, Catherine; Reilly, John J.; Mercer, Tom
The purpose of this study was to determine the number of hours and days of accelerometry data necessary to provide a reliable estimate of habitual physical activity in pre-school children. The impact of a weekend day on reliability estimates was also determined and standard measurement days were defined for weekend and weekdays. Accelerometry data were collected from 112 children (60 males, 52 females, mean (SD) 3.7 (0.7)yr) over 7 d. The Spearman-Brown Prophecy formula (S-B prophecy formula) was used to predict the number of days and hours of data required to achieve an intraclass correlation coefficient (ICC) of 0.7. The impact of including a weekend day was evaluated by comparing the reliability coefficient (r) for any 4 d of data with data for 4 d including one weekend day. Our observations indicate that 3 d of accelerometry monitoring, regardless of whether it includes a weekend day, for at least 7 h d-1 offers sufficient reliability to characterise total physical activity and sedentary behaviour of pre-school children. These findings offer an approach that addresses the underlying tension in epidemiologic surveillance studies between the need to maintain acceptable measurement rigour and retention of a representatively meaningful sample size.
Association of proximal elements of social disadvantage with children's language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort
(Wiley, 2018-11-27) Law, James; Clegg, Judy; Rush, Robert; Roulstone, Sue; Peters, Tim J.
Background: An association between social disadvantage and early language development is commonly reported in the literature, but less attention has been paid to the way that different aspects of social disadvantage affect both expressive and receptive language in the first 2 years of life. Aims: To examine the contributions of gender, parental report of early language skills and proximal social variables (the amount of stimulation in the home, the resources available to the child and the attitudes/emotional status of the primary carer and the support available to him/her) controlling for distal social variables (family income and maternal education) to children's expressive and receptive language development at 2 years in a community ascertained population cohort. Methods & Procedures: Data from 1314 children in the Children in Focus (CiF) sample from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analyzed. Multivariable regression models identified the contribution of proximal (what parents do with their children) measures of social disadvantage adjusting for more distal (e.g., family income and material wealth) measures as well as early language development at 15 months to the development of verbal comprehension, expressive vocabulary and expressive grammar (word combinations) at 2 years of age. Outcome & Results: In the final multivariable models gender, earlier language and proximal social factors, co‐varying for distal factors predicted 36% of the variance for expressive vocabulary, 22% for receptive language and 27% for word combinations at 2 years. Language development at 15 months remained a significant predictor of outcomes at 24 months. Environmental factors were associated with both expressive scales but the picture was rather more mixed for receptive language suggesting that there may be different mechanisms underlying the different processes. Conclusions & Implications: This study supports the argument that social advantage makes a strong contribution to children's language development in the early years. The results suggest that what parents/carers do with their children is critical even when structural aspects of social disadvantage such as family income and housing have been taken into consideration although this relationship varies for different aspects of language. This has the potential to inform the targeting of public health interventions focusing on early language and pre‐literacy skills on the one hand and home learning environments on the other and, potentially, the two in combination.
Auditory-verbal therapy for promoting spoken language development in children with permanent hearing impairments
(The Cochrane Collaboration, 2014-03) Brennan-Jones, Christopher G.; White, Joanna D.; Rush, Robert; Law, James
Background Congenital or early-acquired hearing impairment poses a major barrier to the development of spoken language and communication. Early detection and effective (re)habilitative interventions are essential for parents and families who wish their children to achieve age-appropriate spoken language. Auditory-verbal therapy (AVT) is a (re)habilitative approach aimed at children with hearing impairments. AVT comprises intensive early intervention therapy sessions with a focus on audition, technological management and involvement of the child's caregivers in therapy sessions; it is typically the only therapy approach used to specifically promote avoidance or exclusion of non-auditory facial communication. The primary goal of AVT is to achieve age-appropriate spoken language and for this to be used as the primary or sole method of communication. AVT programmes are expanding throughout the world; however, little evidence can be found on the effectiveness of the intervention. Objectives To assess the effectiveness of auditory-verbal therapy (AVT) in developing receptive and expressive spoken language in children who are hearing impaired. Search methods CENTRAL, MEDLINE, EMBASE, PsycINFO, CINAHL, speechBITE and eight other databases were searched in March 2013. We also searched two trials registers and three theses repositories, checked reference lists and contacted study authors to identify additional studies. Selection criteria The review considered prospective randomised controlled trials (RCTs) and quasi-randomised studies of children (birth to 18 years) with a significant (≥ 40 dBHL) permanent (congenital or early-acquired) hearing impairment, undergoing a programme of auditory-verbal therapy, administered by a certified auditory-verbal therapist for a period of at least six months. Comparison groups considered for inclusion were waiting list and treatment as usual controls. Data collection and analysis Two review authors independently assessed titles and abstracts identified from the searches and obtained full-text versions of all potentially relevant articles. Articles were independently assessed by two review authors for design and risk of bias. In addition to outcome data, a range of variables related to participant groups and outcomes were documented. Main results Of 2233 titles and abstracts searched, only 13 abstracts appeared to meet inclusion criteria. All 13 full-text articles were excluded following independent evaluation by two review authors (CGBJ and JW), as they did not meet the inclusion criteria related to the research design. Thus, no studies are included in this review. Authors' conclusions This review confirms the lack of well-controlled studies addressing the use of AVT as an intervention for promoting spoken language development in children with permanent hearing impairments. Whilst lack of evidence does not necessarily imply lack of effect, it is at present not possible for conclusions to be drawn as to the effectiveness of this intervention in treating children with permanent hearing impairments.
Behavioral stuttering treatments are effective but no one treatment approach is more effective over other treatment approaches
(Taylor & Francis, 2007-01) Law, James
Data sources: Databases up to 2004, PsychINFO, ERIC, MEDLINE, CINHL, C2-SPECTR, Cochrane Central Register of Controlled Trials and Dissertation abstracts. Search terms used stutt*, stam*, therap*, intervene*, fluen*, dysfl*, disfl. Study selection and assessment: Studies were included if (a) the participants were diagnosed as persons who stutter, (b) the treatment method was behavioral, (c) there were outcomes of speech behavior, and (d) the participants were randomly assigned to an experimental and control (or comparison condition) before the intervention. In terms of quality assessment, the following data were extracted from each included study: (a) intervention implemented as described; (b) who administered the outcomes measure; (c) participant recruitment procedure; (d) subject assignment procedure; (e) method of random assignment; and (f) blinding. Two reviewers independently coded each study using separate copies of the article. Disagreements were resolved through discussion between the two raters. If the disagreements persisted, the article was given to a third reviewer until the disagreement was resolved. Participants: Participants diagnosed as people who stutter (PWS), the treatment methods were behavioral, outcomes were measured in terms of speech and participants were randomly assigned to an experimental and control (comparison) condition. Studies with clutterers were excluded. Both children and adults were included. No pharmacological treatments were included. No restriction was imposed on intensity or duration of intervention. Only randomised controlled trials were included. Outcomes: Typically speech production specifically stuttered words or syllables per minute. Independent coding was completed for participant, outcome, treatment and design characteristics. Effect sizes were calculated by subtracting the post-test means of the intervention and control groups and dividing by the pooled standard deviation. Studies were weighted for sample size. The Q statistic was used to assess homogeneity. Sensitivity analyses were also carried out.
Childhood language skills and adult literacy: A 29-year follow-up study
(American Academy of Pediatrics, 2010-03-01) Schoon, Ingrid; Parsons, Samantha; Rush, Robert; Law, James
OBJECTIVES: Our aim was to assess the longitudinal trajectory of childhood receptive language skills and early influences on the course of language development. METHODS: Drawing on data collected for a nationally representative British birth cohort, the 1970 British Cohort Study, we examined the relationship between directly assessed early receptive language ability, family background, housing conditions, early literacy environment, and adult literacy skills. A sample of 11 349 cohort members who completed the English Picture Vocabulary Test at 5 years of age were studied again at 34 years of age, when they completed a direct assessment of their basic literacy skills. We contrasted experiences of individuals with language problems at age 5 against the experiences of those with normal language skills at that age, assessing the role of socioeconomic family background and early literacy environment in influencing the longitudinal course of developmental language problems. Statistical comparisons of rates with 2 tests at P values of .001, .01, and .05 were made, as well as multivariate logistic regressions. RESULTS: Cohort members with receptive language problems at age 5 had a relatively disadvantaged home life in childhood, both in terms of socioeconomic resources and the education level of their parents, but also regarding their exposure to a stimulating early literacy environment. Although there is significant risk for poor adult literacy among children with early language problems, the majority of these children develop competent functional literacy levels by the age of 34. Factors that reduce the risk for persistent language problems include the child being born into a working family, parental education beyond minimum school-leaving age, advantageous housing conditions, and preschool attendance. CONCLUSION: Effective literacy-promoting interventions provided by pediatric primary care providers should target both children and parents. Copyright 2010 by the American Academy of Pediatrics.
Communication Support Needs: a Review of the Literature.
(Scottish Executive, 2007) Law, James; van der Gaag, A.; Hardcastle, William J.; Beckett, D. J.; MacGregor, A.; Plunkett, Charlene
Early home activities and oral language skills in middle childhood: A quantile analysis
(Wiley, 2017-02-23) Law, James; Rush, Robert; King, Tom; Westrupp, Elizabeth; Reilly, Sheena
Oral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions.
Early Years Centres for pre-school children with primary language difficulties: what do they cost, and are they cost-effective?
(Taylor & Francis (Informa Healthcare), 2006-01) Law, James; Dockrell, J. E.; Castelnuovo, E.; Williams, K.; Seeff, B.; Normand, Charles
Background: High levels of early language difficulties raise practical issues about the efficient and effective means of meeting children’s needs. Persistent language difficulties place significant financial pressures on health and education services. This has led to large investment in intervention in the early years; yet, little is known about the actual and relative costs of early years provision. Aims: To profile the different costs incurred by two Early Years Centres (EYCs) partially funded by the charity I CAN and children receiving what might be termed ‘routine’ NHS speech therapy to provide an analysis of cost efficiency and equity. Methods & Procedures: Costings for service provision for 91 children (mean age 2;9) were collected. The activity of staff at each site and the cost of staff allocated to services were computed. Data on other resources were also collected. Outcomes & Results: The cost per child per session was on average £12. Despite the longer course of intervention in the first centre (10 compared with 6 weeks), the cost of the course per child was of the same order (£245 compared with £253). The annual cost of the early years provision per child was higher relative to the costs of the NHS provision, £645 compared with £181 in one EYC (A) and £462 compared with £173 in the other (B). When the cost of standard nursery provision was factored in, the difference in annual costs was rather less, with £5298 for the early years provision (EYC A) relative to £4276 in the comparison group. By contrast, the annual cost of early provision rises to £5926 relative to £8861 in the comparison group (EYC B).
Evaluation of the effectiveness of play@home
(NHS Health Scotland, 2011-03) Mercer, Tom; Grainger, Andrew; Rush, Robert; Law, James
To date there have been very few research trials or evaluations of the effectiveness of family-based Early Years interventions for physical activity promotion. Moreover, previous evaluations of many Early Years physical activity promotion intervention schemes have understandably focused on implementation processes, outputs (e.g. distribution, access to and uptake of programmes) and short-term outcomes (knowledge, skills, abilities) with, at this time, very little evaluation of their longer-term effectiveness. play@home is a physical activity promotion programme for children from birth to five years which promotes interaction and loving touch to encourage bonding between parent and child. The play@home programme has been developed on the philosophy that parents and carers are children's first educators. In this regard parents/carers are considered to have a crucial role to play in encouraging children to develop friendships and interact with situations outside the family home. The programme is not only about what parents/carers can do for children, but just as importantly, what parents/carers can do with their children. The play@home programme is designed to provide parents and carers with activity ideas for playing with their child from the earliest days. Resources are provided to parents, including three books for the target ages of 0-1 years, 1-3 years, and 3-5 years with inexpensive, easy-to-follow ideas and activities that assist parents with the challenges of parenthood and childcare. The books include activities for babies and children to stimulate their curiosity, imagination and creativity and influence overall development through play activities, movement to music and interaction with other children and adults. The resources are designed to (i) provide parents and carers with free information and guidance, (ii) encourage children's enjoyment of physical activity and play from an early age, (iii) encourage communication through talking and listening, (iv) develop body awareness and promote the development of physical movement, coordination and motor skills, (v) promote the value of social interaction and stimulus so that children learn to interact socially and communicate, and (vi) promote the value of physical touch and positive reassurance.
Grading study quality in systematic reviews
(National Student Speech Language Hearing Association, 2006) Law, James; Plunckett, C.
Home-Start early speech and language study: Phase 1 evaluation report
(Home-Start, 2018-07-01) Law, James; Charlton, Jenna; Rush, Robert
This report summarises the preliminary findings of an intervention feasibility study carried out by Home-Start UK involving families from four local Home-Starts in England. The aim of the study was to use the LENA technology, the so called “word pedometer”, language measures and measures of the home environment over a twelve-week period to understand the impact of weekly home visits by a trained Home-Start volunteer on children’s home environment, children’s language ability and parent-child verbal interactions.
Investigating the role of language in children's early educational outcomes
(UK Department of Education, 2011-06-30) Roulstone, S.; Law, James; Rush, Robert; Clegg, J.; Peters, Tim
Most children develop speech and language skills effortlessly, but some are slow to develop these skills and then go on to struggle with literacy and academic skills throughout their schooling. It is the first few years of life that are critical to their subsequent performance. This project looks at what we know about the early communication environment in a child's first two years of life, and the role this plays in preparing children for school using data from a large longitudinal survey of young people (ALSPAC - the Avon Longitudinal Study of Parents and Children). It examines the characteristics of the environment in which children learn to communicate (such as activities undertaken with children, the mother's attitude towards her baby, and the wider support available to the family) and the extent to which this affects a child's readiness for school entry (defined as their early language, reading, writing, and maths skills that they need in school). Key Findings: - There is a strong association between a child's social background and their readiness for school as measured by their scores on school entry assessments covering language, reading, maths and writing. - Language development at the age of 2 years predicts children's performance on entry to primary school. Children's understanding and use of vocabulary and their use of two or three word sentences at 2 years is very strongly associated with their performance on entering primary school. - The children's communication environment influences language development. The number of books available to the child, the frequency of visits to the library, parents teaching a range of activities, the number of toys available, and attendance at pre-school, are all important predictors of the child's expressive vocabulary at 2 years. The amount of television on in the home is also a predictor; as this time increased, so the child's score at school entry decreased. - The communication environment is a more dominant predictor of early language than social background. In the early stages of language development, it is the particular aspects of a child's communication environment that are associated with language acquisition rather than the broader socio-economic context of the family. - The child's language and their communication environment influence the child's performance at school entry in addition to their social background. Children's success at school is governed not only by their social background; the child's communication environment before their second birthday and their language at the age of two years also have a strong influence.
Making sense in primary care: levelling the playing field for people with communication difficulties
(Routledge, 2005-03) Law, James; Bunning, K.; Byng, S.; Farrelly, S.; Heyman, B.
Primary care depends on the effective communication between service user and practitioner. This study proposes that people with communication difficulties serve as a litmus test for whether practitioners are truly sensitised to the impact of their own communication skills. It is based on interviews with service users and carers. Three key themes emerged, namely inclusion , the process of communication , and continuity . Inclusion is concerned with effective participation in society in general and access to health care in particular. The communication process describes the way in which health issues are raised and addressed. Continuity refers to the way in which time interacts with the relationship between user and provider. The paper concludes that effective communication is not simply a set of taught behaviours but reflects a set of values that create the conditions for improving both communication and clinical outcomes
Managing change in the care of children with complex needs: Healthcare providers' perspectives
(Wiley-Blackwell, 2011-12) Law, James; McCann, Dolly; O'May, Fiona
Aim.- This paper is a report of a descriptive qualitative study of the role and activities of nursing and allied health professionals caring for children with complex needs in a community setting. Background.- Health care is changing in terms of service provision and delivery, with an increased focus on person-centred care, prevention and community-based services. The role of nursing and allied health professionals is central to these changes but is not well described in terms of capacity, or the knowledge and skills required to meet increasing demand. Method.- Within four Health Boards, semi-structured telephone interviews were conducted in 2007 with three nursing and four allied health managers, followed by four focus groups with 15 nursing and 11 allied health practitioners; in addition, three nurses and one speech therapist were interviewed by telephone. Results.- Respondents identified challenges related to communication and information systems, equity of service provision, family-centred care and partnership working. Generic and specialized knowledge and skills are needed, although providing the right skills in the right place can often prove problematic with potential implications for service provision. Conclusion.- Findings support the adoption of integrated partnership working, going beyond the identification of key professionals, to developing a set of criteria against which future service provision could be judged. Research priorities were identified; comparative evaluation of services, better understanding of the transition process and a clearer sense of the individual's response to the increasing customization of services.
Mapping practice onto theory: the speech and language practitioner's construction of receptive language impairment
(Taylor & Francis, 2008-05) Law, James; Campbell, Craig; Roulstone, S.; Adams, C.; Boyle, James
Background: Receptive language impairment (RLI) is one of the most significant indicators of negative sequelae for children with speech and language disorders. Despite this, relatively little is known about the most effective treatments for these children in the primary school period. Aims: To explore the relationship between the reported practice of speech and language practitioners and the underlying rationales for the therapy that they provide. Methods & Procedures: A phenomenological approach was adopted, drawing on the experiences of speech and language practitioners. Practitioners completed a questionnaire relating to their practice for a single child with receptive language impairment within the 5-11 age range, providing details and rationales for three recent therapy activities. The responses of 56 participants were coded. All the children described experienced marked receptive language impairments, in the main associated with expressive language difficulties and/or social communication problems. Outcome & Results: The relative homogeneity of the presenting symptoms in terms of test performance was not reflected in the highly differentiated descriptions of intervention. One of the key determinants of how therapists described their practice was the child's age. As the child develops the therapists appeared to shift from a 'skills acquisition' orientation to a 'meta-cognitive' orientation, that is they move away from teaching specific linguistic behaviours towards teaching children strategies for thinking and using their language. A third of rationales refer to explicit theories but only half of these refer to the work of specific authors. Many of these were theories of practice rather than theories of deficit, and of those that do cite specific theories, no less than 29 different authors were cited many of whom might best be described as translators of existing theories rather than generators of novel theories. Conclusions: While theories of the deficit dominate the literature they appear to play a relatively small part in the eclectic practice of speech and language therapists. Theories of therapy may develop relatively independent of theories of deficit. While this may not present a problem for the practitioner, whose principal focus is remediation, it may present a problem for the researcher developing intervention efficacy studies, where the theory of the deficit will need to be well-defined in order to describe both the subgroup of children under investigation and the parameters of the deficit to be targeted in intervention. © 2008 Royal College of Speech & Language Therapists.
Measuring and understanding patterns of change in intervention studies with children: Implications for evidence-based practice
(Taylor & Francis, 2007) Dockrell, J. E.; Law, James
Purpose: Comparisons across studies of the effects of intervention are problematic. Such analyses raise both methodological and statistical challenges. A single data set was examined to investigate whether different established approaches to measuring change in children with specific language impairments alter the conclusions that can be drawn regarding the efficacy of an intervention. Methods: Measures of cognitive and language skills were collected at baseline and at six months following an intervention. Reliable and valid psychometric measures were used. Data from the intervention study were used to explore the patterns of results obtained using four different measures of change: change of diagnostic category, differential improvement across assessment measures, item specific changes and predictors of individual change. Results: Associations between different tests purporting to measure similar constructs were modest. The measures identified different children as impaired both at baseline and follow-up. No effect of intervention was evident when a categorical analysis of impairment was used. Both treatment and comparison children changed significantly across time on the majority of measures, providing evidence of development, but specific effects of the intensive intervention were evident using ANCOVAs. Item analysis indicated that one of the standardized language tests adopted in the evaluation was insensitive to change over a six month period. Change in individual children’s performance was predicted by language level on entry to the project. Conclusion: The implications of the results are discussed in terms of the range of analytic approaches available to intervention researchers and the need to consider combinations of methods when analysing outcome data.
Narrowing the digital divide--facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study
(Taylor & Francis, 2016-03) Kelly, Helen; Kennedy, Fiona; Britton, Hannah; McGuire, Graham; Law, James
Background: Despite advances in technology and the universal accessibility of the Internet, the aptly named digital divide- still prevents equal access to, and use of, computer technology by people with aphasia. The use of technology has clear potential for improved quality of life in terms of increased methods for communicating as well as the facilitation of self-management; however, substantial barriers still pervade. Aims: The aims of this study were to evaluate a bespoke computer training course appropriate for people with aphasia and examine the personal experiences of a small sample of individuals with aphasia following their participation on the course. Methods & Procedures: This feasibility study with mixed-methods evaluation recruited participants with a range of aphasia severity and different experiences in using computers. Participants (n = 17) discussed their personal experiences of attending the computer course, gathered through topic-guided small focus groups, immediately postcourse and follow-up Refresher class. A Framework Method approach was considered an appropriate methodological design and data were analysed using thematic analysis. Participants also self-rated their skills in using computers before and following this bespoke computer course (n = 16) and at follow-up (n = 10), which was statistically analysed. Outcomes & Results: Statistically significant differences were found in the improved self-rated ability of a range of computer skills following course attendance. However, participants who attended a Refresher class (5, 9, or 12 months following course completion) reported that without support a number of these skills had notably declined. Three main themes emerged from the focus group data: (i) Facilitation of Social Engagement-technology offered new opportunities to communicate and more independently self-manage day-to-day tasks; (ii) Course Framework-participants reflected on their preferred model of delivery of the course; and finally (iii) Overcoming Barriers to Technology-the advantages of bespoke computer training, and requirements for ongoing support were highlighted as essential components of a training course appropriate for people with aphasia. Conclusions: The personal experiences of this group of people with aphasia highlight the advantages of accessing technology as a way of facilitating increased communication and an enhanced ability to manage their day-to-day lives. Yet, despite these benefits and the necessity for many people with aphasia to learn or relearn computer skills, finding courses that can accommodate individual needs is problematic. This research highlights the need for bespoke computer training and follow-on support, and highlights the necessary components of such training as identified by this group of people with aphasia. 2015 Taylor & Francis
Parent-child reading to improve language development and school readiness: A systematic review and meta-analysis (Final report)
(Newcastle University and Queen Margaret University, 2018-07-01) Law, James; Charlton, Jenna; McKean, Cristina; Beyer, Fiona; Fernandez-Garcia, Cristina; Mashayekhi, Atefeh; Rush, Robert
Executive Summary: What we know already - For a number of years now population studies have shown us that parental book reading is an important feature of what is sometimes called the child’s Home Learning Environment (HLE). Evidence suggests that the more parents read to their children and the more books there are in the child’s home, the better a child will perform in terms of their later academic and social performance. This then raises the question of whether it is possible to provide interventions that promote early reading and whether those effects last. There have been a number of reviews of the intervention literature, but these have included a mixture of different types of studies and ages of children and have a variety of different foci. In this report we carry out a narrowly constrained systematic review focusing specifically on book reading interventions carried out specifically by parents and carers with preschool children (up to the age of five years) and looking primarily at the impact of parent child reading interventions on expressive language (use of language to convey meaning to others) and receptive language (understanding the words and language of others) and pre-reading skills.
Psychometric properties of occupational therapy and speech and language therapy assessment tools for children in primary school.
(City of Edinburgh Council, 2009) Forsyth, Kirsty; Law, James; Maciver, Donald; Haworth, C.; Adamson, M.; Bremner, Lynne; Grayson, Z.; Pentland, Duncan