Language Development & Cognition

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Teaching assistant delivered 1:1 reading intervention for children in Key Stage 2 of primary education Dr Paula Clarke – School of Education, University of Leeds This presentation will provide an overview of the REACH Primary project which was a randomised controlled efficacy trial funded by the Education Endowment Foundation (EEF). It will cover the development…
The Love to Read project: Co-designing a reading for pleasure programme with children, young people, teachers and other professionals Dr Emily Oxley (University of Edinburgh) Collaborative research practices, which involve children, young people, teachers and/or stakeholders partnering in research, draws upon the distinct, yet complementary knowledge, expertise and experience of each.  Collaborative research approaches have potential…
How did disruption to Early Years Education during COVID-19 affect children’s cognitive development and academic progress in 2020-2021 Dr Catherine Davies (University of Leeds) Abstract In this talk I will present the findings of two projects investigating the effects of educational disruption during COVID-19 on young children. First, the Social Distancing and Development study focuses on children…
Writing development in two languages: A case study in two P’urhepecha-medium primary schools in Michoacán (Mexico) Invited talk by Dr Kate Bellamy (KU Leuven) Abstract: In this talk I investigate the development of writing skills in P’urhepecha and Spanish in the context of two P’urhepecha communities in Michoacán (Mexico) where P’urhepecha is the main home…
Invited talk by Rachel Kan (Hong Kong Polytechnic University) Abstract: The identification of Developmental Language Disorder (DLD) remains a thorny issue in bilingual children, due to the lack of appropriate standardised tests and norms. In Hong Kong, 8-10% of children present with speech and/or language difficulties, and around 8% of the population are heritage speakers…
Napoleon will be giving a talk titled: ‘Bilingualism in Children with Developmental Disorders: From Language and Cognition to Human Rights’. If you would like to attend, please contact Chris Dixon (c.l.dixon@leeds.ac.uk) for a Teams invite
The Leeds Child Development Unit at the University of Leeds is hosting a researcher-practitioner online workshop on children’s descriptive vocabulary on Thursday March 18th, 1-5pm GMT. Event description: The role of vocabulary breadth and depth in children’s achievement at school and beyond is well recognised. One way of enriching vocabulary is through descriptive language. Classroom and clinical practice is designed to…
Assessing homonymic awareness in children from diverse linguistic backgrounds Lydia Gunning (University of Leeds) Homonymous words are defined as those which have multiple, unrelated meanings, but each meaning of the word has identical spelling and pronunciation. Whilst homonyms are rife within the English language, there is a paucity of research exploring homonymic awareness in children,…
Cecile and Drasko will be discussing their current progress on the Quantifying Bilingual Experience project (https://q-bex.org/). If you would like to attend, please contact Chris Dixon (c.l.dixon@leeds.ac.uk) for a Teams invite.
Clare Wright will discuss her ongoing work on eyetracking and the learning of Chinese characters, and Chen Yang will talk to us about her PhD plans to examine whether the noun phrase accessibility hierarchy predicts acquisition of Chinese relative clauses. If you would like to attend, please contact Chris Dixon (c.l.dixon@leeds.ac.uk) for a Teams invite.