|
|
 |
- Towards Dialogic Teaching: Rethinking classroom talk - this booklet harnesses the power of talk to stimulate and extend children’s thinking, and to advance their learning and presents the case and evidence for "Dialogic teaching", by R. Alexander (2006)
- A meta-analytic
review of gender variations in children's language
use - this article reports three meta-analyses
on gender differences in talkativeness, affiliative
speech and assertive speech, by C. Leaper (DP, 2004)
- Beyond phonological
skills - findings indicate that oral skills are
a unique contributor in reading development, by K.
Nation (JRR, November 2004)
- Children engaging
with drama: an evaluation of the National Theatre's
drama work in primary schools 2002-2004 - findings
indicate improvements in children's speaking and listening
skills (University of London, 2004)
- What toddlers
talk about - richness of early vocabulary related
to richness of parents' talk this US study shows,
by B. Hart (First Language, 2004)
- Oral discourse
in the preschool years and later literacy skills
- US study shows that early oral discourse predicts
later reading and writing skills, by T.M. Griffin
(First Language, 2004)
- Talking to
learn - dialogic teaching - Prof. Robin Alexander
outlines the five principles of this approach (2004)
- Phonological
processing in adults who stutter - Purdue researchers
show brain's role in stuttering (2004)
- Introducing
the grammar of talk - a QCA publication aiming
to increase children's conversational ability (QCA,
October 2004)
- New perspectives
on spoken English in the classroom - a series
of discussion papers collated by the QCA (2003)
- Virtual peers
as partners in storytelling and literacy learning
- this US study shows that virtual peers may aid language
development, by K. Ryokai (JCAL, 2003)
- The re-positioning
of oracy - a paper that review the history of
oracy in the UK, by A. Haworth (CJE, 2001)
|
| |
|
|
80px.gif)
