J. Connell

发表

Classroom Promotion of Oral Language: Outcomes From a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children’s Reading Achievement

P. Snow, J. Munro, P. Eadie, 2022, AERA Open.

Teacher Talk in Early Years Classrooms following an Oral Language and Literacy Professional Learning Program

P. Snow, P. Eadie, L. Gold, 2021, Journal of Research on Educational Effectiveness.

Oral language supports early literacy: A pilot cluster randomized trial in disadvantaged schools

P. Snow, J. Munro, P. Eadie, 2014, International journal of speech-language pathology.

Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

P. Snow, J. Munro, P. Eadie, 2020 .

Classroom Promotion of Oral Language (CPOL): protocol for a cluster randomised controlled trial of a school-based intervention to improve children’s literacy outcomes at grade 3, oral language and mental health

P. Snow, J. Munro, Katherine J. Lee, 2017, BMJ Open.

Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review

P. Snow, P. Eadie, L. Gold, 2021, Australian Journal of Learning Difficulties.

EMOTIONS AND LEARNING: WHERE BRAIN BASED RESEARCH AND COGNITIVE-BEHAVIORAL COUNSELING STRATEGIES MEET THE ROAD

Carol A. Langelier, J. Diane Connell, J. Connell, 2005 .

The Global Aspects of Brain-Based Learning.

J. Connell, D. Connell, 2009 .

An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school

S. Goldfeld, Tricia Eadie, Beth Shingles, 2024, Australian Journal of Learning Difficulties.