A pilot study exploring the effectiveness of a whole-school intervention targeting receptive vocabulary in the early years: Findings from a mixed method study involving students as part of a practice-based research placement

Thomas Hopkins; Emily Harrison; Emily Coyne-Umfreville; Melanie Packer

doi:10.1177/02656590221088210

A pilot study exploring the effectiveness of a whole-school intervention targeting receptive vocabulary in the early years: Findings from a mixed method study involving students as part of a practice-based research placement

Thomas Hopkins^*
, Emily Harrison
, Emily Coyne-Umfreville
, Melanie Packer

^*Corresponding author for this work

Birmingham City University

Research output: Contribution to journal › Article › peer-review

2 Citations (SciVal)

Original language	English
Journal	Child Language Teaching and Therapy
DOIs	https://doi.org/10.1177/02656590221088210
Publication status	Published (VoR) - 15 Mar 2022

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Birmingham City University, (grant number SDG 18-19-1.9).

Keywords

concepts
early years
intervention
mixed method
vocabulary

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10.1177/02656590221088210

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Hopkins, T., Harrison, E., Coyne-Umfreville, E., & Packer, M. (2022). A pilot study exploring the effectiveness of a whole-school intervention targeting receptive vocabulary in the early years: Findings from a mixed method study involving students as part of a practice-based research placement. Child Language Teaching and Therapy. https://doi.org/10.1177/02656590221088210

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keywords = "concepts, early years, intervention, mixed method, vocabulary",

author = "Thomas Hopkins and Emily Harrison and Emily Coyne-Umfreville and Melanie Packer",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Birmingham City University, (grant number SDG 18-19-1.9). Publisher Copyright: {\textcopyright} The Author(s) 2022.",

year = "2022",

month = mar,

day = "15",

doi = "10.1177/02656590221088210",

language = "English",

journal = "Child Language Teaching and Therapy",

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A pilot study exploring the effectiveness of a whole-school intervention targeting receptive vocabulary in the early years: Findings from a mixed method study involving students as part of a practice-based research placement. / Hopkins, Thomas; Harrison, Emily ; Coyne-Umfreville, Emily et al.
In: Child Language Teaching and Therapy, 15.03.2022.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

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T2 - Findings from a mixed method study involving students as part of a practice-based research placement

AU - Hopkins, Thomas

AU - Harrison, Emily

AU - Coyne-Umfreville, Emily

AU - Packer, Melanie

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Birmingham City University, (grant number SDG 18-19-1.9). Publisher Copyright: © The Author(s) 2022.

PY - 2022/3/15

Y1 - 2022/3/15

KW - concepts

KW - early years

KW - intervention

KW - mixed method

KW - vocabulary

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JF - Child Language Teaching and Therapy

ER -

A pilot study exploring the effectiveness of a whole-school intervention targeting receptive vocabulary in the early years: Findings from a mixed method study involving students as part of a practice-based research placement

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