Silke Fricke
Datos Biográficos
| ID | 4609644 |
|---|---|
| NOMBRE | Silke Fricke |
| NOMBRES | Silke |
| APELLIDO | Fricke |
| FIRMA | FRICKE S |
| AFILIACIONES | University of Sheffield |
| ORCID | 0000-0003-2706-121X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Factors shaping children’s language skills in the first year following the Covid-19 pandemic
Research suggests that pandemic-related disruptions have significantly impacted the language development of young children. The main aims of this UK-based study were to explore the language skills of children in Reception and Key Stage 1 (ages 4 years to 7 years) in the 2021/2022 academic year, and investigate which individual, family, and school factors were related to language outcomes at the end of the summer term (May to July). Participants w…
Exploring cross-language transfer among children in multilingual education
This longitudinal study explores cross-language transfer among children attending multilingual public schools in Luxembourg, where Luxembourgish is the instruction language in kindergarten and German the language of instruction in elementary school. Following 132 children from kindergarten (age 5) to grade 2 (age 7), annual assessments were conducted to evaluate their vocabulary proficiency in both Luxembourgish and German. Bilingual learners wer…
Evidence‐based support provided to struggling readers in later primary years in the UK
Background In the last two decades, a number of empirical studies investigated the impact of UK‐based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK‐based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findin…
Delivering language intervention at scale
Background There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthening the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale. Method We reflect on three randomised trials designed to evaluate the impact of an early years language programme, prior to the i…
Return to school after acquired brain injury in the UK – the educators' perspectives
Childhood acquired brain injury (ABI) is associated with poorer life outcomes. Increasing numbers of children and young people are surviving severe brain injury and returning to mainstream schools with multiple impairments. It is widely acknowledged that for these children, their school becomes by default their rehabilitation centre. International studies of this transition and a recent UK government report criticize educators' inconsistent imple…
Language and reading development in children learning English as an additional language in primary school in England
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non‐EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non‐EA…
Preschool Predictors of Early Literacy Acquisition in German-Speaking Children
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Predicting individual differences in early literacy acquisition in German
International research findings have repeatedly confirmed the significance of speech and language processing skills and letter knowledge for successful literacy acquisition. However, the importance of these skills for early literacy success in German speakers remains uncertain. The present longitudinal study aimed to explore this issue. Sixty-nine German-speaking children were assessed in nursery a few months before starting school (mean age 5;11…
Preschool Predictors of Early Literacy Acquisition in German-Speaking Children
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Predicting individual differences in early literacy acquisition in German
International research findings have repeatedly confirmed the significance of speech and language processing skills and letter knowledge for successful literacy acquisition. However, the importance of these skills for early literacy success in German speakers remains uncertain. The present longitudinal study aimed to explore this issue. Sixty-nine German-speaking children were assessed in nursery a few months before starting school (mean age 5;11…
Preschool Predictors of Early Literacy Acquisition in German-Speaking Children
enThis link goes to a English sectionzhThis link goes to a Chinese sectionesThis link goes to a Spanish sectionarThis link goes to a Arabic sectionruThis link goes to a Russian sectionfrThis link goes to a French section
Language and reading development in children learning English as an additional language in primary school in England
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non‐EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non‐EA…
Return to school after acquired brain injury in the UK – the educators' perspectives
Childhood acquired brain injury (ABI) is associated with poorer life outcomes. Increasing numbers of children and young people are surviving severe brain injury and returning to mainstream schools with multiple impairments. It is widely acknowledged that for these children, their school becomes by default their rehabilitation centre. International studies of this transition and a recent UK government report criticize educators' inconsistent imple…
Delivering language intervention at scale
Background There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthening the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale. Method We reflect on three randomised trials designed to evaluate the impact of an early years language programme, prior to the i…
Evidence‐based support provided to struggling readers in later primary years in the UK
Background In the last two decades, a number of empirical studies investigated the impact of UK‐based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK‐based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findin…
Factors shaping children’s language skills in the first year following the Covid-19 pandemic
Research suggests that pandemic-related disruptions have significantly impacted the language development of young children. The main aims of this UK-based study were to explore the language skills of children in Reception and Key Stage 1 (ages 4 years to 7 years) in the 2021/2022 academic year, and investigate which individual, family, and school factors were related to language outcomes at the end of the summer term (May to July). Participants w…
Exploring cross-language transfer among children in multilingual education
This longitudinal study explores cross-language transfer among children attending multilingual public schools in Luxembourg, where Luxembourgish is the instruction language in kindergarten and German the language of instruction in elementary school. Following 132 children from kindergarten (age 5) to grade 2 (age 7), annual assessments were conducted to evaluate their vocabulary proficiency in both Luxembourgish and German. Bilingual learners wer…
Psychology (7 obras) · Language Development and Disorders (5 obras) · Pedagogy (5 obras) · Reading and Literacy Development (5 obras) · Linguistics (4 obras) · Vocabulary (4 obras) · Developmental psychology (3 obras) · German (3 obras) · Mathematics education (3 obras) · Political science (3 obras)