Full Product Details
Author: Andrea Richards
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.453kg
ISBN: 9781138602311
ISBN 10: 1138602310
Pages: 140
Publication Date: 25 September 2018
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
The publication of The Chatterbugs Manual is a golden opportunity for schools everywhere to take advantage of this thoroughly researched and highly successful early language development programme. I've seen the Chatterbugs programme in action in several primary schools, and I know that it works. The meticulously maintained progress tracking data that forms an essential component of the approach demonstrates very clearly that almost all the children who complete the 12-week programme make excellent progress in improving their skills of paying attention, listening carefully and taking turns, and that they make great strides in developing their vocabulary. The children I've observed in Chatterbugs sessions demonstrated huge enjoyment in their learning, and they were clearly fully engaged in what they were doing. The Chatterbugs Manual will provide schools with an invaluable resource to meet the needs of young children who need extra support in developing their communication skills. - John Dewhurst, School Leadership Consultant
The publication of The Chatterbugs Manual is a golden opportunity for schools everywhere to take advantage of this thoroughly researched and highly successful early language development programme. I've seen the Chatterbugs programme in action in several primary schools, and I know that it works. The meticulously maintained progress tracking data that forms an essential component of the approach demonstrates very clearly that almost all the children who complete the 12-week programme make excellent progress in improving their skills of paying attention, listening carefully and taking turns, and that they make great strides in developing their vocabulary. The children I've observed in Chatterbugs sessions demonstrated huge enjoyment in their learning, and they were clearly fully engaged in what they were doing. The Chatterbugs Manual will provide schools with an invaluable resource to meet the needs of young children who need extra support in developing their communication skills. - John Dewhurst, School Leadership Consultant The combination of well-structured and lively activities, good use of song, visual and physical cues and small groups mean that children, including those with English as an additional language, make very good progress. - Cathy Twist, Director, Education and Learning, London Borough of Lambeth Chatterbugs is a tried and tested Early Years intervention targeted at those children who start school without the language, attention and turn taking skills required. It has been developed and refined over a number of years, with over 1000 children benefitting. Chatterbugs is a no fuss, practical resource. The guidance is very easy to follow, and I expect teaching assistants will be able to run groups and track progress independently once they get going. SENCOs will find this resource extremely useful, as it can built into a school's graduated response for children with SEND. - Stephen Parsons, Speech and Language Therapist, Author and Trainer, Thinking Talking As someone who has spent their whole career working with children with SEND, I am aware of the importance of high quality assessment evidence and the value of well pitched early intervention. The Chatterbugs Manual provides a clearly articulated, carefully sequenced framework that will help schools to secure the prerequisite skills necessary for later success in reading. Its systematic use provides an opportunity to understand and address areas for improvement and put in place developmentally appropriate activities in order to maximise impact on pupil progress. - Simon Knight, National SEND Leader, Whole School SEND, UK
Author Information
Andrea Richards is a speech and language therapist with over 10 years’ experience working with a wide range of clients. She has also contributed to the undergraduate and postgraduate speech therapy courses at University College London. Her specialism is working with mainstream primary schools. Her service prioritises recommendations from high profile reviews, such as the Bercow Report, where early identification of need, early intervention, and joint working between services are highlighted as essential.
