READING COMPREHENSION INTERVENTION - Inferencing/Higher level Language
This dropbox link contains the intervention programme described in the paper that was accepted for publication in Child Language Teacher and Therapy on January 11, 2022, developed and evaulated as part of Katrina Kelso's doctoral research.
Please cite as
Kelso, K., Whitworth A., & Leitão, S. (2022). Higher-level language strategy-based intervention for poor comprehenders: A pilot single case experimental design. Child Language, Teaching and Therapy. Copyright ©2021 The Author(s). pp.1-15. https://doi.org/10.1177/02656590211071003
READING COMPREHENSION INTERVENTION - Vocabulary
This dropbox link contains the intervention programme described in the paper and developed and evaulated as part of Katrina Kelso's doctoral research.that was accepted for publication as below:
Kelso, K., Whitworth, A., & Leitão, S. (2022). A novel vocabulary intervention for poor comprehenders: A single case study. Journal of Clinical Practice in Speech-Language Pathology. 24(1), 36-43.
GRAMMAR INTERVENTION PROGRAMME SESSION PLANS
This is a freely available collection of intervention plans to target past tense production for early school-aged children with Developmental Language Disorder. The Theoretically Motivated Past Tense (ED) Intervention programme - also known as TheMEDI for short - is a grammar intervention which was designed, developed, and evaluated by Samuel Calder as part of his doctoral research. Links to published papers reporting on intervention efficacy are on the PUBLICATIONS page on this website.
GRAMMAR INTERVENTION PROGRAMME SESSION PLANS TheMEDI
Additional information about Sam's thesis and links to his publications are available through the ABOUT OUR RESEARCH and RESOURCES pages on this website.
FREE: LINK TO CURTIN UNIVERSITY DISCOURSE PROTOCOL - ADOLESCENT VERSION
The Curtin University Discourse Protocol – Adolescent version (CUDP-A) is a freely available discourse protocol specifically designed to assess adolescent discourse skills. The protocol guides the elicitation and scoring of four monologic discourse genres: personal recount, expository (informative), persuasive, and fictional narrative. The protocol contains a scoring guide to characterise word to whole-text level language features (guided by Coelho, 2007). A recent publication by Lizz Hill and her PhD supervisory team (Hill, Claessen, Whitworth & Boyes 2020 ) provides a large sample of adolescent reference data for the CUDP-A scoring protocol (across 160 adolescents between 12 to 15 years old).
The CUDP-A was designed, developed, and evaluated by Lizz Hill, Dr Mary Claessen, Associate Professor Anne Whitworth, and Dr Mark Boyes as part of Lizz’s PhD thesis. Additional information about Lizz’s thesis and links to her publications are available through the ABOUT OUR RESEARCH and RESOURCES pages on this website.