References:
Bishop, D. (2012). Children’s Communication Checklist – Second Edition. CCC-2 Manual. Pearson Education Ltd.
Dockrell, J., Bakopoulou, I., Law, J., Spencer, S., Lindsay, G. (2012). Developing a communication supporting classrooms observation tool. Research Report DFE-RR247-BCRP8. Department for Education.
Lane, J.D., Brown, J.A. (2016). Promoting Communication Development in Young Children with or at Risk for Disabilites. In: Reichow, B. et al. (eds.), Handbook of Early Childhood Special Education.
Law, J., Lee, W., Lindsay, G., Roulstone, S., Wren, Y., Zeng, B. (2012). “What Works”: Interventions for children and young people with speech, language and communication needs. Research Report DFE-RR247-BCRP10
Other references:
Bishop, D.V.M, Snowling, M., Thompson, P:A, Greenhalgh, T. and the CATALISE-2 consortium. Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. The Journal of child Psychology and Psychiatry. 58:10, pp1068-1080.
Dickinson, D.K., Porche, M.V. (2011). Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities. Child Development. Vol. 82, No. 3, pp. 870-886.
Ebbels, S.H., McCartney, E., Slonims, V., Dockrell, J.E., Norbury, C.F. (2019). Evidence-based pathways to intervention for children with language disorders. International Journal of Language and Communication Disorders. Vol. 54, No. 1, 3-19.
Markussen-Brown, J., Juhl, C.B., Piasta, S.B., Bleses, D., Højen, A., Justice, L.M. (2016). The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly. 38, 97-115.
Norbury, C.F., Gooch, D., Baird, G., Charman, T., Simonoff, E., Pickles, A. (2016). Younger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study. Journal of Child Psychology and Psychiatry. 57:1, pp.65-73.
Waldmann, C., Sullivan, K.P. (2017). Att stödja barns språkliga utveckling:Miljöer, lärtillfällen och interaktioner i klassrum. In: Bendegard, S., Marttala Melander, U., Westman, M. (ed.), Språk och norm: Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016 (pp.160-168). Uppsala: Uppsala universitet. ASLA:s skriftserie.
Digital references:
The National Agency for Special Needs Education https://www.spsm.se/om-oss/english/
https://en.unesco.org/
https://www.unicef.org/
https://talkbank.org/
https://webarchive.nationalarchives.gov.uk/20130323073033/https://www.education.gov.uk/publications/eOrderingDownload/Better_Communication.pdf
https://www.unesco.se/?infomat=salamanca-deklarationen
https://www.government.se/