Language disorder (LD) is a common childhood condition affecting language development, which can in turn impact children's peer relationships. Although most children with LD are included in mainstream classrooms, there is limited knowledge about the way friendships support or hinder the learning experiences of children with LD in inclusive…

Twenty-nine pupils (aged 8-15) took part in an improvisation test and an experimental vs. control group teaching session. The aim of the improvisation test was to explore whether participants had knowledge about the use of expressive cues to convey basic emotions in improvisations. Assessments of the improvisations by four adjudicators indicated…

The motivation to engage in a task is directly related to its perceived value according to Deci & Ryan (1985). Increasing motivation can lead to a higher enhanced learning achievement for the student. The question is if using digital technologies in inquiry-based learning lessons influences the learners' situationally perceived value of the…

Read for Good commissioned the National Literacy Trust to evaluate the outcomes of their new pilot intervention, Stories in Schools. Stories in Schools uses professional storytellers to deliver enjoyable literacy workshops targeted at reluctant or struggling readers over a six-week period, in particular pupils eligible for free school meals (FSM)…

Many children who would not be identified as having special educational needs are low-attaining in mathematics, which often has a severe impact on their progress at school and their successes in later life. This paper describes Catch Up Numeracy, a non-intensive targeted intervention for children who are low-attaining in mathematics, which is…

Background: Significant proportions of school children in the UK do not meet the minimum recommended daily requirements of 60-min moderate-intensity physical activity. Beyond taught classes, playtimes offer the opportunity for children to play and be physically active. Painted markings are one recent addition to school playgrounds that are…

This study evaluates the efficacy of a mathematics intervention devised by Essex Educational Psychology Service (EPS), UK. The intervention was designed to develop understanding and skills across four key domains within arithmetical development, by applying the principles of errorless learning, distributed practice and teaching to mastery. A…

This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…

We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…

The aim of this study using a quasi-experimental design was to investigate whether utilising synthetic phonics in schools catering for low-income families in India would increase reading and spelling attainment in English. Over 500 children in 20 schools took part in the 6-month programme. Just over half of the children experienced lessons…

This publication contains 12 (A3 open-out) poster-style reports of teacher experimental research. The style of presentation parallels the type of preliminary reporting common at academic conferences and postgraduate events. At the same time, it aims to act as a form of short primer to introduce teachers to the basic options that there are when…

Background: Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims: To…

In the current study, the child AQ was administered in Japan, to examine whether the UK results for reliability and validity generalize to a different culture. Assessment groups were: Group 1: n = 81 children with Asperger Syndrome (AS) or high-functioning autism (HFA); Group 2: n = 22 children diagnosed PDD-NOS with average IQ; and Group 3: n =…