School of Education: Recent submissions
Now showing items 16-20 of 814
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Linking adverbials in children’s writing: exploring variation across year groups, genres, and disciplines
(Oxford University Press, 13 December 2024)Linking adverbials are a crucial element in successful academic writing that is particularly challenging for both first and second language learners to master. Drawing on a corpus of writing by mainstream students in UK ... -
The impact of [meta] talk about writing on metalinguistic understanding and written outcomes: A review
(International Association for Research in L1 Education (ARLE e.V.), 18 November 2024)Classroom talk about language use may support young writers’ capacity to enact choice and control over their written production and is thus a key pedagogical tool in writing instruction (Myhill & Newman, 2016, 2019). ... -
Lexical complexity in academic lectures: Comparative analysis of EMI and Non-EMI settings and influential factors
(Elsevier, 15 November 2024)Despite the substantial body of research on vocabulary in English Medium Instruction (EMI), there is a noticeable dearth of corpus-based studies examining lexical complexity of EMI lectures, particularly in specific ... -
Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review
(Springer, 11 August 2024)A scoping review of the literature was undertaken using JBI guidelines to map the evidence of parent-led therapy (PLT) for young autistic children (≤ 6 years) raised in bilingual environments. Reviewers used Covidence to ... -
Sign language in d/deaf students' spoken/written language development: A research synthesis and meta-analysis of cross-linguistic correlation coefficients
(Wiley / British Educational Research Association, 12 November 2024)This paper presents the first systematic review and meta-analysis on cross-linguistic correlations between sign language and spoken/written language competences in bilingual d/Deaf learners. A total of 202 effect sizes ...