Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Michael Beverley"'
Publikováno v:
Frontiers in Education, Vol 6 (2021)
The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fluency across several skills and contexts. However, few studies have reported the social validity key stakeholders associate with using the strategy in schools. Assessing social
Externí odkaz:
https://doaj.org/article/25a2bab2257a4d3593a17a822dce51da
Publikováno v:
European Journal of Special Needs Education. 36:485-501
Statistics relating to special schools indicate very low rates of basic literacy. However, there is very little information available regarding typical instruction in these settings and, therefore,...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0eceb4d40ba3258cc53ef56a30a14bf5
https://doi.org/10.1080/08856257.2020.1764810
https://doi.org/10.1080/08856257.2020.1764810
Publikováno v:
Cylchgrawn Addysg Cymru / Wales Journal of Education. 22
Mae unedau cyfeirio disgyblion (UCD) yng Nghymru yn cynnig lle i blant sy'n arddangos amrywiaeth o anawsterau na ellir eu rheoli o fewn lleoliad prif ffrwd. Nid yw llawer o'r plant sy'n mynychu UCD yng Nghymru yn datblygu'r sgiliau rhifedd sydd eu ha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c528b9dcf82bd4ed68b61c1ae19b157
https://doi.org/10.16922/wje.22.2.4
https://doi.org/10.16922/wje.22.2.4
Publikováno v:
Cylchgrawn Addysg Cymru / Wales Journal of Education. 20:114-134
Numeracy skills are essential if children are to succeed academically. We investigated the efficacy of short fluency-building exercises to target a number of essential numeracy skills (writing digits and simple addition problems). We further wanted t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::14339bfac2a375c2fd900e99cf875ffb
https://doi.org/10.16922/wje.20.1.7
https://doi.org/10.16922/wje.20.1.7
Publikováno v:
Journal of Intellectual & Developmental Disability. 43:213-222
Background: Behaviour Support Plans (BSPs) are at the core of Positive Behavioural Support for challenging behaviour, but non-adherence to BSPs is common. Generally, non-fluent component knowledge prevents learners achieving fluent application and re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4b0f9e5d11fec900358468fc2600649d
https://doi.org/10.3109/13668250.2016.1267334
https://doi.org/10.3109/13668250.2016.1267334
Publikováno v:
European Journal of Behavior Analysis. 17:154-165
The use of SAFMEDS cards, which stands for “Say All Fast Minute Every Day Shuffled” has been widely reported in the literature as an effective fluency-building tool. Most studies have focused on students with a learning disability or those classe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2fc21e8da6abb4324ea25645e3d852ea
https://doi.org/10.1080/15021149.2016.1247643
https://doi.org/10.1080/15021149.2016.1247643
Publikováno v:
European Journal of Behavior Analysis. 17:131-141
SAFMEDS (Say All Fast Minute Every Day Shuffled) cards, in conjunction with graphing learner’s progress, were used as an intervention to teach Welsh vocabulary to second-language learners in 4-year seven classes (12 year olds) in an English medium
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::498584dce6caf454d338821cdb6b979c
https://doi.org/10.1080/15021149.2016.1247577
https://doi.org/10.1080/15021149.2016.1247577
Autor:
Richard P. Hastings, B. Williams, Michael Beverley, Meadhbh M. Wilson, J.C. Hughes, Emily Tyler
Publikováno v:
Journal of International Special Needs Education. 18:1-11
Many children with Intellectual and Developmental Disabilities (IDD) have considerable difficulty learning basic reading skills. Increasing evidence suggests individuals with IDD may benefit from instruction incorporating components of reading found
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6fd96f2b60639eb44158f559e8c0e8c4
https://doi.org/10.9782/2159-4341-18.1.1
https://doi.org/10.9782/2159-4341-18.1.1
Publikováno v:
European Journal of Psychology of Education. 30:281-294
Many children fail to acquire basic reading skills. The current evidence base for supplementary reading instruction indicates that explicit, systematic and intensive instruction in the early years for children considered to be ‘at-risk’ of readin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dd9e15f7d96f8adc6a9bb7aa26d914e3
https://doi.org/10.1007/s10212-014-0240-7
https://doi.org/10.1007/s10212-014-0240-7
Autor:
Richard P. Hastings, Richard C. Watkins, Emily Tyler, Michael Beverley, Amy Hulson-Jones, J. Carl Hughes
Publikováno v:
Cylchgrawn Addysg Cymru / Wales Journal of Education. 18
Headsprout Early Reading (HER) is an online reading programme designed to teach pupils early reading skills. It uses adaptive technology to deliver systematic, synthetic phonics instruction, and is an effective supplementary teaching aid for beginnin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee349e5d94a47e977937e1346c00bb46
https://doi.org/10.16922/wje.18.2.7
https://doi.org/10.16922/wje.18.2.7