Claudine Bowyer‐crane
Biographic Data
| ID | 2747743 |
|---|---|
| NAME | Claudine Bowyer‐crane |
| GIVEN NAMES | Claudine |
| FAMILY NAME | Bowyer‐crane |
| SIGNATURE | CRANE C B |
| AFFILIATIONS | University of York |
| ORCID | 0000-0002-0174-3418 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 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…
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…
Integrating research and system-wide practice in public health
Many interventions that are delivered within public health services have little evidence of effect. Evaluating interventions that are being delivered as a part of usual practice offers opportunities to improve the evidence base of public health. However, such evaluation is challenging and requires the integration of research into system-wide practice. The Born in Bradford's Better Start experimental birth cohort offers an opportunity to efficient…
Born in Bradford’s Better Start
The focus of the BiBBS cohort is on intervention impact rather than observation. As far as we are aware BiBBS is the world's first such experimental birth cohort study. While some risk factors for adverse health and social outcomes are increasingly well described, the solutions to tackling them remain elusive. The novel design of BiBBS can contribute much needed evidence to inform policy makers and practitioners about effective approaches to impr…
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improve…
Assessing children's inference generation
Background. Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types.Aims. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring …
Assessing children's inference generation
Background. Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types.Aims. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring …
Assessing children's inference generation
Background. Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types.Aims. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring …
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improve…
Born in Bradford’s Better Start
The focus of the BiBBS cohort is on intervention impact rather than observation. As far as we are aware BiBBS is the world's first such experimental birth cohort study. While some risk factors for adverse health and social outcomes are increasingly well described, the solutions to tackling them remain elusive. The novel design of BiBBS can contribute much needed evidence to inform policy makers and practitioners about effective approaches to impr…
Integrating research and system-wide practice in public health
Many interventions that are delivered within public health services have little evidence of effect. Evaluating interventions that are being delivered as a part of usual practice offers opportunities to improve the evidence base of public health. However, such evaluation is challenging and requires the integration of research into system-wide practice. The Born in Bradford's Better Start experimental birth cohort offers an opportunity to efficient…
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…
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…
Language Development and Disorders (4 works) · Medicine (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Biostatistics (2 works) · Cognitive psychology (2 works) · Early Childhood Education and Development (2 works) · Environmental health (2 works) · Epidemiology (2 works) · Health disparities and outcomes (2 works)