Improving Literacy in Scotland : Four Policy Proposals

Literacy matters for Scotland’s prosperity. This paper explains why. It identifies some current issues in literacy teaching in primary and secondary schools. It highlights the evidence on efficient and effective teaching content and approaches. It explores current policy challenges around building teachers’ professional knowledge and data use. Lastly, it suggests four ways to improve attainment

Grammatical Morphology in School-Age Children With and Without Language Impairment: A Discriminant Function Analysis

Purpose: The purpose of this study was to test Bedore and Leonard\u27s (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level. Method: The language transcripts of 50 school-age children with SLI (Mage = 7;9 [years;months]) and 50 age-matched typically developing peers (Mage = 7;9) were analyzed. Following the Bedore and Leonard (1998) procedure, 3 variables were measured: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes (MLUm). Results: Overall findings indicated that neither grammatical morpheme composite alone adequately discriminated the groups at this developmental level. However, combining the verb and noun grammatical morpheme composite measures with MLUm resulted in good discriminant accuracy in classifying subgroups of the youngest children with and without SLI in the school-age sample. Conclusion: Verb morphology alone is not a useful clinical marker of SLI in school-age children. Potential explanations for these findings and ideas for future research are discussed

Grammatical Morphology in School-Age Children With and Without Language Impairment: A Discriminant Function Analysis

Purpose: The purpose of this study was to test Bedore and Leonard\u27s (1998) proposal that a verb morpheme composite may hold promise as a clinical marker for specific language impairment (SLI) in English speakers and serve as an accurate basis for the classification of children with and without SLI beyond the preschool level. Method: The language transcripts of 50 school-age children with SLI (Mage = 7;9 [years;months]) and 50 age-matched typically developing peers (Mage = 7;9) were analyzed. Following the Bedore and Leonard (1998) procedure, 3 variables were measured: a finite verb morpheme composite, a noun morpheme composite, and mean length of utterance in morphemes (MLUm). Results: Overall findings indicated that neither grammatical morpheme composite alone adequately discriminated the groups at this developmental level. However, combining the verb and noun grammatical morpheme composite measures with MLUm resulted in good discriminant accuracy in classifying subgroups of the youngest children with and without SLI in the school-age sample. Conclusion: Verb morphology alone is not a useful clinical marker of SLI in school-age children. Potential explanations for these findings and ideas for future research are discussed

An evaluation of shelter projects and policies for refugees and displaced persons within the Republic of Croatia

A thesis submitted to the Faculty of Design and Technology, University ofLuton, in partial fulfilment ofthe requirements for the degree of Doctor ofPhilosophyThe subject of this thesis is the provision of shelter for refugees and displaced persons in a war-tom, developed nation with a cold climate. It aims to develop a set of working recommendations that can be utilised by implementing agencies in the field to provide improved shelter response. The reconunendations are not provided to be universally applicable or as a definitive document, but as a 'stepping stone' on the path towards improved shelter response in similar situations, such as the current crisis in the Caucasus countries. The rcconm1cndations are a practical application of the academic evaluation of shelter contained within this thesis. This research was carried out using literature reviews, periods of field study and constant peer review. It was driven by the following question: How can emergency shelter be provided in a way that supports the innate coping mechanisms of refugees from, and persons displaced by intrastate war in a developed nation, whilst addressing the social, political and economic constraints and concerns of the humanitarian community, the host community and the host government? This research question directed the evaluation and analysis of a complete range of shelter solutions in use in the Republic of Croatia. A framework of issues surrounding shelter provision in war was developed from the review of the literature covering firstly, humanitarian action in natural disasters and refugee situations and secondly, wars. The framework is divided into two central discourses which were identified from the literature: Vulnerability and capacity Integration The framework of issues was used to conduct a comprehensive and critical evaluation of a range of shelter types from camps to private accommodations within Croatia. Through evaluating the shelter in an holistic manner, from the perspectives of the user, the provider and the facilitator, enabling and disabling policies and practices were identified. Through the subsequent agglomeration of good practice and enabling interventions, a set of working recommendations have been developed that advocate the concept of shelter as a mechanism for supporting innate capacity and promoting long term recovery and development

Monitoring The Writing Progress Of English Learners In The Secondary Setting

This capstone is a literature review that centers on two research questions: what are researchers saying about using progress monitoring in writing, particularly that of secondary school English learners (ELs), and what tools are available for monitoring the writing progress of these students? An investigation of the uniqueness of EL writers was conducted prior to designing a systematic literature review for this capstone. An exhaustive search for studies that addressed the research questions was conducted, resulting in three studies that met the reliable and valid criteria established for this literature review. Each of the studies examined the reliability and validity of Curriculum- Based Measures in Writing (CBM-W). A discussion of the methods and results for each of the studies is included. Some limitations of CBM-W and suggestions for further research on monitoring the writing progress of ELs are included

Indirect language therapy for children with persistent language impairment in mainstream primary schools : outcomes from a cohort intervention

A manualized language therapy developed via a randomized controlled trial had proved efficacious in the short-term in developing expressive language for mainstream primary school children with persistent language impairment. This therapy had been delivered to a predetermined schedule by speech and language therapists or speech and language therapy assistants to children individually or in groups. However, this model of service delivery is no longer the most common model in UK schools, where indirect consultancy approaches with intervention delivered by school staff are often used. A cohort study was undertaken to investigate whether the therapy was equally efficacious when delivered to comparable children by school staff, rather than speech and language therapists or speech and language therapy assistants. Children in the cohort study were selected using the same criteria as in the randomized controlled trial, and the same manualized therapy was used, but delivered by mainstream school staff using a consultancy model common in the UK. Outcomes were compared with those of randomized controlled trial participants. The gains in expressive language measured in the randomized controlled trial were not replicated in the cohort study. Less language-learning activity was recorded than had been planned, and less than was delivered in the randomized controlled trial. Implications for 'consultancy' speech and language therapist service delivery models in mainstream schools are outlined

Closing Poverty-Related Attainment Gaps in Scotland's Schools : What Works?

The poverty-related attainment gap is an issue for every school and every local authority in Scotland. There are many different ways to tackle it, from greater parental involvement, to improving teacher retention and quality, to pedagogical and curriculum change, to school and authority-wide management measures. Successful change will be informed by research evidence of 'what works'. This IPPI Policy Brief distills research evidence into an "at a glance" guide to reducing poverty-related attainment gaps. Its aim is to inform teaching professionals, school and education leaders, policy makers, politicians, parents and citizens about the issue

A Celebration of American Song: Diana Ellis and Susan Kindall in a Faculty Recital

This is the program for the faculty recital A Celebration of American Song featuring soprano Diana Ellis and pianist Susan Kindall. They were assisted by clarinetist Barry McVinney and violincello player Elise Buffat Nelson. The recital was sponsored by Sigma Alpha Iota. This recital took place on January 25, 1996, in the Mabee Fine Arts Center Recital Hall

Report on the Renfrewshire Literacy Approach : August 2015 – July 2017

This report describes the first two years of the Renfrewshire Literacy Approach, designed to both raise general literacy attainment and to narrow the attainment gap between economically advantaged and disadvantaged children in Renfrewshire. The intervention was the result of a partnership between Renfrewshire Council and Strathclyde University. It was prompted by the recommendations of the Renfrewshire Tackling Poverty Commission and was funded jointly by Renfrewshire Council and the Scottish Government. Scope: The intervention took place in both primary and secondary schools. The primary school intervention was allocated the largest part of the funding. It involved rebalancing the teaching focus of the curriculum, introducing new pedagogies and more responsive use of resources. The changes were effected through a process of co-production between school professionals and university academics. In the primary sector, co-production involved academics working directly with the Head Teachers and teachers in all 49 primary schools. The secondary school intervention was smaller and more traditional in design. It was facilitated through existing Renfrewshire Council support networks and provided professional development directly to 63 teachers working in 10 subject areas. It focused on teaching the subject-specific literacy demands of particular disciplines. Neither intervention required a particular teaching programme or resource. Instead school staff identified and introduced those changes most likely to be sustainable and offer the best payoff in their own context. Research background: Two areas of research informed the analysis and subsequent interventions: literacy research knowledge and tools helped professionals identify and implement those changes most likely to raise attainment, and professional-development research informed the overall strategy for delivering effective change at scale