Julia M. Carroll & Claudine Bowyer-Crane 
Developing Language and Literacy 
Effective Intervention in the Early Years

Developing Language and Literacy: Effective Intervention in the
Early Years describes successful intervention programmes to
improve the phonological skills, vocabulary, and grammar of young
children at risk of reading difficulties.

* Presents two structured intervention programmes to provide
support for young children with language and literacy
difficulties

* Describes clearly how to improve the language and foundation
literacy skills of young children in the classroom

* Includes information about how to assess research, and how to
monitor and design intervention strategies for use with individual
children

* Helps teachers to develop an understanding of the intervention
and research process as a whole

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Table of Content

List of Figures.

List of Tables.

List of Boxes.

About the Authors.

Foreword (Sir Jim Rose).

Acknowledgements.

Chapter 1 Theoretical Framework: Foundations of Learning to
Read.

Chapter 2 The Importance of Evidence.

Chapter 3 Principles of Intervention: Screening, Assessment and
Monitoring Progress.

Chapter 4 The Nuffield Language for Reading Study.

Chapter 5 The Phonology with Reading Programme.

Chapter 6 The Oral Language Programme.

Chapter 7 Adapting the Programme for Children with Different
Needs.

Chapter 8 Programme Delivery: Training, Implementation and
Feedback.

References.

Glossary.

Appendices.

Appendix 3.1 Reference List for Assessment Tests.

Appendix 5.1 List of Books Used for Group Work.

Appendix 6.1 Example Sessions from the OL Programme.

6.1.1 Introduction Session.

6.1.2 Instruction Session.

6.1.3 Consolidation Week Session.

Appendix 6.2 Nursery Rhyme Time.

Appendix 6.3 Resources Used to Develop the Programme.

Appendix 8.1 The P+R Programme Manual.

Appendix 8.2 The OL Programme Manual.

Appendix 8.3 Handout for Describing Segmenting and Blending.

Appendix 8.4 Examples of Inconsistent Letter-Sound
Correspondences.

Appendix 8.5 Handout to Support Individual Book Reading.

Appendix 8.6 Individual Book Reading Strategies.

Appendix 8.7 Guidelines for Developing Sight Word Reading.

Appendix 8.8 Handout on Speech Production.

Appendix 8.9 Example of a Narrative Task.

Index.

About the author

Julia M. Carroll is an Associate Professor at the University
of Warwick.

Claudine Bowyer-Crane is a Senior Lecturer at Sheffield
Hallam University and a chartered psychologist.

Fiona J. Duff is a Post-Doctoral Research Fellow in the
Department of Psychology at the University of York.

Charles J. Hulme is Professor of Psychology at the
University of York.

Margaret J. Snowling is Professor of Psychology at the
University of York and a chartered clinical psychologist.

Illustrations by Dean Chesher