The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) was used with an oral-deaf child. Given these results, Syverud and Guardino were asked to replicate the procedures with additional struggling readers. A multiple case study design was implemented for a period of 10 weeks. Tests of nonsense words were administered to monitor weekly progress in phonological decoding. Intervention journals were completed for each tutoring session to provide qualitative information. Although the results were mixed, all 6 participants showed gains in phonological decoding skills. Suggestions for both practitioners and researchers are offered.
The importance of research on the unique nature of the communication supporting environment in nurseries has been heightened by growing evidence of the significance of early language skills for later academic and social development. This study focussed on children's language use during small group times. Opportunities to hear and practise language were examined to uncover variation in conversational experiences for children with differing language needs. In this mixed-methods study, different measures were used to examine the relationship between participation and language level. Participants were an Early Years practitioner and 19 3-to 4-year-olds in two cohorts. Children's language levels were measured using the Clinical Evaluation of Language Fundamentals Pre-School (2) UK. Quantitative analysis of interaction rates was made from video recordings of small group conversations. This was followed by detailed qualitative examination of talk during episodes of more sustained conversation. Differences were revealed in affordance of opportunity for children according to language level. Children's interaction rates were positively correlated with scores on the Clinical Evaluation of Language Fundamentals Pre-School (2) UK at the start. Analysis showed conversational features of both formal and informal talk. Combining features from each was found to be associated with episodes of sustained conversation. Patterns of turn-taking were associated differently with participation for children with higher and lower language levels. Findings support the role for small group times as a forum for language development, facilitating opportunities for children differently according to their language needs. This has important implications for practice in supporting children to make the transition from informal to formal talk in the educational setting.
Background Emergency Department (ED) crowding is a common healthcare issue. The causes are multifactorial, and some causes may be found by analyzing patient trajectories prior to ED visits. The aim of this scoping review is to identify and examine studies that describe patient trajectories prior to ED arrival. Methods The scoping review was performed according to the JBI Manual for Evidence Synthesis and the PRISMA-SCR checklist. A literature search was done to identify studies describing where patients come from and/or their pathway of care before the ED visits. The search was conducted in MEDLINE, Embase, and the Cochrane Library from inception up to March 17th, 2022 and updated on December 5th, 2022. Two reviewers independently screened the records at all stages of the review process. Results Out of 6,465 records screened, 14 papers from Australia, Canada, Haiti, Norway, Sweden, Switzerland, Belgium, Indonesia and the UK met the inclusion criteria. Four studies reported on where patients originated from. Seven studies reported on who referred them. Ten reported how patients were transported and five reported if alternative care or advice was sought prior to visiting an ED. Data were sparse for these categories of information; not all studies reported the full spectrum of patients within each category. Conclusion There are knowledge gaps when it comes to describing patients’ pathways to the emergency department. The data reported provided limited insight, and the lack of uniform data prohibits comparisons across studies. Further studies that comprehensively describe patient trajectories prior to an ED visit are paramount to help understand the reasons for the increased patient influx and ED crowding.
The development of children’s oral language skills is clearly recognised as a key element of the Early Years Foundation Stage (EYFS) curriculum in England. However, most current advice is based on research from dyadic interactions between mother and child and stresses the importance of one-to-one conversations. There has been limited research on the benefits or drawbacks offered when talking with young children in groups, or the use of group conversations as an opportunity for teaching and developing children’s language and communication skills. The present study presents data on the interaction patterns of different children, in terms of the topics they talk about and overhear, their individual initiation and response rates and the feedback they receive, and relates this to their progress in language development. Video observations of nine 3- to 4-year-old children and their key worker during so-called ‘family group’ sessions in a nursery class were analysed for each child in turn, to give a measure of the number of verbal initiations and responses made to and by the child during each session. The findings indicate some of the adult behaviours and conversation topics most usefully employed during small-group conversations in the nursery setting, to provide opportunities for language use that individual one-to-one conversation may not encourage.
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