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Outcomes of a training video on the shared reading behaviours of caregivers and children Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-04-12 Tarryn Coetzee, Sharon Moonsamy, Joanne Neille
Despite evidence supporting the implementation of book sharing interventions, few studies have examined the value of providing caregiver training in these contexts. This study draws on the quantitative findings of a larger project that employed a non-randomized comparison group crossover repeated measures design as part of a mixed research approach. The goal of the study was to determine the outcome
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Investigating the effectiveness of parent-implemented shared book reading intervention for preschoolers with ASD Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-03-08 Marleen F. Westerveld, Rachelle Wicks, Jessica Paynter
Children diagnosed with autism spectrum disorder (ASD) are at increased risk of persistent language and literacy difficulties. This study investigated the effectiveness of an 8-week parent-implemented shared book reading intervention designed to change parent and child book reading behaviours. Sixteen parents and their preschoolers on the autism spectrum participated. Nine parents were randomly allocated
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How are speech sound disorders perceived among children? A qualitative content analysis of focus group interviews with 10–11-year-old children Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-03-03 Camilla Nilsson, Jill Nyberg, Sofia Sofia Strömbergsson
The aims of this study were to identify children’s reactions towards speech sound disorders (SSD) in other children and whether these reactions can be related to specific speech characteristics. Six audio samples, each containing minute-long resumes of short animated film by five children with SSDs and one child with typical speech (TS), aged 5–9 years, were played back to 17 10–11-year-olds, during
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Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-03-03 Emina J McLean, Pamela C Snow, Tanya A Serry
Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of
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Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-03-03 Lynn Dempsey
Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months (M
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Pilot evaluation of a partner-supported online reading intervention for Grade 3–6 children Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-02-15 Jessica Dean, Michelle Pascoe, Jane le Roux
Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives
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Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-02-01 Yvonne HL Yong, Anuradha S Dutt, Mo Chen, Adeline M Yeong
This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement
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Intervention dose frequency: Phonological generalization is similar regardless of schedule Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-12-24 Alycia Cummings, Kristen Giesbrecht, Janet Hallgrimson
This study examined how intervention dose frequency affects phonological acquisition and generalization in preschool children with speech sound disorders (SSD). Using a multiple-baseline, single-participants experimental design, eight English-speaking children with SSD (4;0 to 5;6) were split into two dose frequency conditions (4 children/condition) targeting word-initial complex singleton phonemes:
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What are the experiences of speech and language therapists implementing a staff development approach in early years settings to enhance good communication practices? Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-12-14 Julie Kent, Sarah McDonald
Interventions designed to improve communication environments and the quality of adult–child interactions in early years (EY) settings are an important part of facilitating children’s communication skills both for children with identified Speech, Language and Communication Needs (SLCN) and children without SLCN. One such intervention devised and delivered by speech and language therapists (SLTs) in
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Interactive book-reading to improve inferencing abilities in kindergarten classrooms: A clinical project Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-12-04 Paméla McMahon-Morin, Stefano Rezzonico, Natacha Trudeau, Claire Croteau
Inferencing abilities are crucial to development of reading comprehension. However, few studies addressed those abilities in interventions promoting early literacy skills, especially in kindergartners. The aim of this study was to measure the efficacy of an interactive book-reading intervention targeting inferencing abilities, delivered by a school-based speech-language pathologist (SLP) in whole group
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Does Enhanced Conversational Recast promote the learning of grammatical morphemes in Cantonese-speaking preschool children? Answers from a single-case experimental study Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-12-02 Flora F-W Hau, Anita M-Y Wong, Megan W-Y Ng
Enhanced Conversational Recast (ECR) is an input-based grammatical intervention approach developed from research on statistical learning. Recent research reported evidence demonstrating the efficacy of ECR on the learning of grammatically obligatory morphemes in English-speaking preschool children with developmental language disorder (DLD). This single-case experimental design study, which adopted
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Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-12-02 Gabriela Silva-Maceda, Blanca Flor Camarillo-Salazar
This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such
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Auditory perception of Mexican children with profound bilateral hearing loss receiving auditory verbal therapy Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-11-04 Damaris F Estrella-Castillo, Héctor Rubio-Zapata, Lizzette Gómez-de-Regil
Profound hearing loss can have serious and irreversible consequences for oral language development in children, affecting spoken and written language acquisition. Auditory-verbal therapy has been widely applied to children with hearing loss with promising results, mainly in developed countries where cochlear implants are available. An evaluation was done of auditory perception in 25 children 5 to 8
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Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not? Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-10-28 Tanya Serry, Penny Levickis
A cross-sectional online survey was completed by 219 speech-language therapists (SLTs) to explore their views and practices when working with children and adolescents who have literacy difficulties. They were recruited via 11 workshops hosted by Speech Pathology Australia, held across Australia and completed the survey prior to attending their respective workshop. Participants reported overwhelming
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Narrative group intervention in DLD: Learning to tell the plot Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-09-10 Lonneke Janssen, Annette Scheper, Martina De Groot, Katja Daamen, Margot Willemsen, Constance Vissers, Ludo Verhoeven
The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) (n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative microstructure and narrative macrostructure were analysed. A debating
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Process Density Index (PDI) scores in typically developing children between 3;0 to 7;0 years of age: Evidence from Dravidian Tulu Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-09-01 Sunila John, Kadiyali D Veena, Hanna Nelson, Venkataraja Udupi Aithal, Rekha Patil, Bellur Rajashekhar
Various speech metrics have been developed to assess and monitor phonological development in young children. Process Density Index (PDI) is one such measure employed to determine the severity of phonological errors and speech intelligibility. The present study explored the utility of PDI as a measure of phonological development in 756 Tulu-speaking children between 3;0–7;0 years, across age and gender
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Linguistic and temporal resources of pre-stored utterances in everyday conversations Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-09-01 Irina Savolainen, Anu Klippi, Tuula Tykkyläinen, Kaisa Launonen
Aided communicators often have an opportunity to express themselves with speech-generating devices (SGDs) that produce symbol by symbol (SBS) and/or pre-stored (PS) utterances. Studies on the usage of PS utterances report that these utterances affect conversations positively, but it appears that aided communicators and professionals may have divergent views on their benefits. The aim of this study
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SOLAR: The Science of Language and Reading Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-08-04 Pamela C. Snow
Reading ability is profoundly important, for individuals and for the societies of which they are a part. Research indicates that we should be successfully teaching 95% of children to read, yet, in reality, high rates of reading failure are common in western, industrialized nations. In large part, this reflects a failure to translate into practice knowledge derived from the scientific study of reading
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Mean length of utterance among Mandarin-speaking children with and without DLD Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-07-29 Shang-Yu Wu
This study explored the differences in mean length of utterance (MLU) and mean length of the five longest utterances (MLU5) between 5–6-year-old Mandarin-speaking children, and between typically developing children and children with developmental language disorders (DLD). Eighty-nine typically developing children and 35 children with a DLD participated in this study. The researchers collected, transcribed
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The language, literacy and mental health profiles of adolescents in out-of-home care: An Australian sample Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-07-23 Pamela Snow, Emina McLean, Margarita Frederico
Adolescents in the care of the state have complex developmental needs that include low academic attainment. The aim of this study was to describe the language and literacy profiles of adolescents (aged 13–19) in out-of-home care (‘looked after children’). Mental health status, biopsychosocial history, and education and employment histories were also documented. Twenty-six adolescents were assessed
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Bi-directional communication journals as a method of caregiver support during speech and language intervention: A pilot study Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-07-14 Christina Yeager Pelatti, Alison Martino, Kaitlyn P. Wilson
The purpose of this study was to determine whether the inclusion of a bi-directional communication journal between caregivers and student clinicians during a five-week summer preschool programme impacted caregivers’ perceptions and had a positive impact on their children’s language development. This study included a mixed methods design. Child participants (mean age = 4 years, 4 months) were assigned
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Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-06-04 Judy Clegg, Carla Rohde, Henrietta McLachlan, Liz Elks, Alex Hall
Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners
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Erratum to Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-05-21
Barlat M, Mahoney AD, Brito N. Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism. Child Language Teaching and Therapy, 2020; 36(1): 33–57. DOI: 10.1177/0265659020903779
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Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-05-20 Chris Dixon, Jenny Thomson, Silke Fricke
Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary
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Teenage mothers’ language use during shared reading: An examination of quantity and quality Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-02-05 Amy Scott, Brigid McNeill, Anne van Bysterveldt
This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their
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Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-02-01 Melissa Baralt, Ashley Darcy Mahoney, Natalie Brito
The early language environments of low-income Hispanic children can be negatively affected when their Spanish-speaking caregivers face racism, assimilation pressure, and/or misinformed advice based on English-only ideologies. This article reports on the design and efficacy of Háblame Bebé, a language-promoting phone application that encourages low-income Hispanic mothers to talk more to their children
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E-books for children with autism: Best read alone or with a therapist? Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2020-02-01 Erin Soares, Therese Miller, Kathleen Ciffone, Kirsten Read
Children with autism spectrum disorder (ASD) seemingly prefer tablets to other methods of intervention, though professionals posit that a therapist’s presence is beneficial. In this experiment, two unique e-stories were created specifically for children with ASD. Ten children with low- or nonverbal ASD heard each story presented on an iPad; one narrated through the iPad, and one read by a therapist
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Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-11-19 Jolene K Hyppa-Martin, Angela M Stromberg, Mo Chen, Mark I Mizuko
This study provides an example of using single case experimental design to guide data-driven, low-inference interventions for an individual using customized displays on a speech-generating device and can serve as an example for interventionists who need to compare intervention strategies to identify approaches that are most appropriate for a specific learner. This study compared the performance of
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Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2 Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-09-16 Louisa Reeves, Jenny Freed, Jonathan Wright, Elizabeth Wood, Rachael Black, Mary Hartshorne, Catherine Adams
Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of
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‘Another tool in my toolbox’: Training school teaching assistants to use dynamic temporal and tactile cueing with children with childhood apraxia of speech Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-09-12 Jacqueline Lim, Patricia McCabe, Alison Purcell
This study explored the feasibility of training school teaching assistants to provide the treatment, Dynamic Temporal and Tactile Cueing to treat childhood apraxia of speech (CAS, also known as developmental verbal dyspraxia). The study used a single case experimental design across behaviours and a qualitative evaluation of teaching assistant experiences using interviews. Two student-teaching assistant
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Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-08-22 James Law, Josie Tulip, Helen Stringer, Maria Cockerill, Julie Dockrell
The nature of ‘Teacher talk’ is likely to have a considerable bearing on the child’s learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special
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An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-08-21 Barbro Bruce, Kristina Hansson
Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers’ way of talking with four children with DLD, two with predominantly
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Specialist provision for language disorder: Staff and service user views of a preschool language unit Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-06-01 Hannah Harvey, Sarah Spencer
Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance, their parents, and teaching staff. Six child-led, multi-modal
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Parental strategies used in communication with their deaf infants Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-06-01 Wille Beatrijs, Van Lierde Kristiane, Van Herreweghe Mieke
One way of increasing caregivers’ language accessibility when interacting with a deaf child is through visual communication strategies. By using both a longitudinal and cross-sectional approach, this study will reveal which strategies deaf and hearing parents prefer and implement in their daily communication with their deaf children. First, the interactions of one deaf and two hearing mothers with
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Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-06-01 Barbara Jane Cunningham, Elaine Kwok, Cindy Earle, Janis Oram Cardy
This study explored participation- and impairment-based outcomes for 24 late-to-talk toddlers (M age = 20.46 months, SD = 3.09, 62.5% male) whose parents participated in Target Word™, The Hanen Program® for Parents of Children who are Late Talkers in community clinics across Ontario. Parents completed the MacArthur–Bates Communicative Development Inventories (MBCDI), The Focus on the Outcomes of Communication
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Parent-implemented language intervention delivered by therapy assistants for two-year-olds at risk of language difficulties: A case series Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-04-07 David McDonald, Sarah Colmer, Susan Guest, Dawn Humber, Charlotte Ward, Jane Young
The aims of this small-scale study were to explore the feasibility and outcomes of a parent-implemented intervention for two-year-olds at risk of language difficulties, and to explore the implications for the public health model of speech and language therapy (SLT). This adds to limited research into targeted SLT public health interventions. It is the first study to investigate early language intervention
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Understanding the effectiveness of student speech-language pathologists and student teachers co-working during inter-professional school placements Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-04-05 Leanne Wilson, Brigid C McNeill, Gail T Gillon
This study examined whether children’s speech and literacy skills were impacted by co-working among student speech-language pathologists (SLPs) and student teachers during an inter-professional education (IPE) initiative. Seven five-year-old children who demonstrated difficulties with speech and/or phonological awareness participated in three weeks of classroom-based instruction delivered by student
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Variability of input in preposition learning by preschoolers with developmental language disorder and typically-developing language Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-02-01 Katrina Nicholas, Mary Alt, Ella Hauwiller
The purpose of this study was to investigate the role of variability in teaching prepositions to preschoolers with typical development (TD) and developmental language disorder (DLD). Input variability during teaching can enhance learning, but is target dependent. We hypothesized that high variability of objects would improve preposition learning. We also examined other characteristics (e.g. vocabulary
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Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2019-01-30 Nuria Calet, M. Carmen Pérez-Morenilla, Macarena De los Santos-Roig
Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic
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A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-12-13 Emily Dawes, Suze Leitão, Mary Claessen, Robert Kane
Although children with developmental language disorder demonstrate poor inferential comprehension, few studies have evaluated the effect of interventions to improve inferencing. This study aimed to investigate the efficacy of a small-group intervention designed to improve oral inferential comprehension of narrative discourse. Thirty-seven 5- to 6-year-old children with developmental language disorder
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The case for morphophonological intervention: Evidence from a Greek-speaking child with speech difficulties Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-11-19 Eleftheria Geronikou, Maggie Vance, Bill Wells, Jenny Thomson
Intervention with children with speech and language difficulties has been proven beneficial compared with no treatment yet, knowing what type of intervention to provide remains a challenge. Studies of English-speaking children indicate that intervention targeting the production of morphological targets may have a positive effect on phonological aspects and vice versa. However, studies have not reported
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Stern, gwiazda or star: Screening receptive vocabulary skills across languages in monolingual and bilingual German–Polish or German–Turkish children using a tablet application Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-11-09 Blanca Schaefer, Hanna Ehlert, Lisa Kemp, Kristina Hoesl, Verena Schrader, Clarissa Warnecke, Frank Herrmann
There is a need to provide bilingual assessments and reference data to identify those who struggle to acquire their heritage language (L1) or the language spoken in the country of residence (L2). However, bilingual assessments and data are still sparse. Therefore, the aim was to use a tablet application to screen receptive vocabulary in different languages and discuss this data in the context of lexical
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‘Just trying to talk to people … It’s the hardest’: Perspectives of adolescents with high-functioning autism spectrum disorder on their social communication skills Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-10-01 Rachel Kelly, Mary-Pat O’Malley, Stanislava Antonijevic
Difficulty with social communication is the most pervasive difficulty experienced by individuals with high-functioning autism spectrum disorder (HF-ASD). Communication difficulties are often magnified in adolescence as social demands become more intricate. This puts adolescents with HF-ASD at increased risk of social isolation and depression, as they have difficulty developing positive social identity
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Effects of word boxes on phoneme segmentation, word identification, and spelling for a sample of children with autism Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-10-01 Laurice M Joseph
The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) screening instrument. The word boxes is a
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Phonological and grammatical production in children with developmental language disorder and children with hearing impairment Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-10-01 Simon Sundström, Ulrika Löfkvist, Björn Lyxell, Christina Samuelsson
Children with hearing impairment (HI) are at an increased risk of developing speech and language problems similar to those of children with developmental language disorder (DLD), including difficulties with phonology and grammar. This study investigated similarities and differences in phonological and grammatical production between children with bilateral sensorineural HI (n = 14) and children with
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The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI) Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-09-13 Jenni Heikkilä, Eila Lonka, Auli Meronen, Sisko Tuovinen, Raija Eronen, Paavo HT Leppänen, Ulla Richardson, Timo Ahonen, Kaisa Tiippana
We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking
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Cognitive and language intervention in primary language impairment: Studying the effectiveness of working memory training and direct language intervention on expansion of grammar and working memory capacities Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-08-16 Maleki Shahmahmood Toktam, Soleymani Zahra, Meysami AliPasha, Mashhadi Ali, Nematzadeh Shahin
Deficits in working memory (WM) have been reported repeatedly in children with primary language impairment (PLI) and may significantly contribute to the language difficulties that are experienced by these children. However, interventional studies within the field regarding the cross-domain effects between working memory and language are limited, and their results are contradictory. Therefore, the first
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Spelling acquisition in French children with developmental language disorder: An analysis of spelling error patterns Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-07-01 Marie-Pier Godin, Andréanne Gagné, Nathalie Chapleau
The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD) group (n = 16), a group of DLD children matched on
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Core vocabulary therapy for the treatment of inconsistent phonological disorder: Variations in service delivery Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-06-27 Kieran J Flanagan, Kyriaki Ttofari Eecen
Approximately 10% of children with a speech sound disorder present with an inconsistent phonological disorder, characterized by inconsistent production of words across multiple trials. A number of studies have provided evidence of the efficacy of core vocabulary therapy for the remediation of this speech sound disorder with a dosage of two speech-language therapy sessions per week. The present study
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Reliability and Factor Structure of the Maternal Interactive Beliefs Questionnaire Translated into Persian Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-06-01 Sharifeh Younesian, Karen A. Sullivan, Linda Gilmore, Fariba Yadegari
The Maternal Interactive Beliefs Questionnaire (Johnston and Wong, 2002) assesses maternal beliefs about children’s language development. This study investigated the psychometric properties of a Persian translation of this questionnaire. The translation followed the protocol of the World Health Organization. Psychometric properties were evaluated using data from 301 Iranian mothers of children aged
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Assessing language skills in adolescents with autism spectrum disorder Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-06-01 Diane King, Olympia Palikara
Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability
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Using parental questionnaires to investigate the heritage language proficiency of bilingual children Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-06-01 Kirsten Abbot-Smith, Patrycja Morawska-Patera, Magdalena Łuniewska, Megan Spruce, Ewa Haman
We asked whether parental questionnaires on the heritage language proficiency of bilingual children might elucidate how proficient bilingual children are in their heritage language. We tested 20 UK-based Polish–English bilingual children between 4;5 and 5;9 years on Polish and English versions of the Cross-linguistic Lexical Tasks (CLTs). These comprise receptive and expressive picture tasks. Our bilingual
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A school-commissioned model of speech and language therapy Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-06-01 Sarah White, Sarah Spencer
Many speech and language therapy (SLT) services have limited capacity for providing school-based input. Some offer commissioned SLT input, to enhance the service provided by the UK National Health Service (NHS), giving schools the option to increase the amount and scope of SLT intervention. This two-tiered model of service provision is relatively new and has not been researched. This study investigated
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Are story retelling and story generation connected to reading skills? Evidence from Finnish Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-06-01 Leena Mäkinen, Loukusa Soile, Gabbatore Ilaria, Kunnari Sari
This three-year follow-up study investigated the associations of narrative and reading skills in typically developing Finnish children. Twenty children performed narrative retelling and story generation tasks twice, at five and eight years of age. Reading comprehension and word recognition tests were performed at the age of eight. Narratives were analysed for relevant information, total number of word
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Early talk boost: A targeted intervention for three year old children with delayed language development Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-02-01 Louisa Reeves, Mary Hartshorne, Rachael Black, Jill Atkinson, Amanda Baxter, Tim Pring
Pre-school education has been greatly expanded in the United Kingdom in the last two decades and further expansion is planned. Its provision allows parents to take up employment thus increasing family incomes and it is expected to narrow the gap between socially disadvantaged children and their peers. The latter is important as studies have shown that many children start school with poor language skills
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Facilitated playgroups to promote speech and language skills of young children with communication delays: A pilot study Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-01-31 Katherine B Green, Jacqueline A Towson, Cynthia Head, Brittany Janowski, Laura Smith
Family-centered practices that build caregiver capacity are a central focus of early intervention services for young children with disabilities. The purpose of this study was to evaluate the feasibility of adapting the ‘Parents Interacting with Infants’ (PIWI) facilitated playgroup model to target effective communication strategies for parents of young children with communication delays. A concurrent
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The treatment efficacy of multiple opposition phonological approach via telepractice for two children with severe phonological disorders in rural areas of West Texas in the USA Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-01-31 Sue Ann S Lee
The goals of the present study were to (1) examine the effects of the multiple opposition phonological approach on improving phoneme production accuracy in children with severe phonological disorders and (2) explore whether the multiple opposition approach is feasible for the telepractice service delivery model. A multiple-baseline, single-participant design replicated across two children, was implemented
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The use of augmentative and alternative communication in Cyprus: Findings from a preliminary survey Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-01-29 Eliada Pampoulou, Eleni Theodorou, Kakia Petinou
Whilst augmentative and alternative communication has been used for over sixty years across many countries, in Cyprus it remains underdeveloped. The current study seeks to investigate the current AAC practices in Cyprus. Data were collected through electronically distributed questionnaires to all registered speech and language therapists (n = 330), contacted by the Cyprus Speech Therapy Association
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Instructional strategies used in direct AAC interventions with children to support graphic symbol learning: A systematic review Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2018-01-29 Yvonne Lynch, Muireann McCleary, Martine Smith
Augmentative and alternative communication (AAC) refers to a wide range of aided and unaided modes that are employed with a diverse group of people to support a range of language and communication outcomes. Children whose comprehension of spoken language greatly exceeds their ability to express themselves within that modality can be described as expressive users of AAC. Interventions are important
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Delayed and disordered development of articulation and phonology between four and seven years Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2017-10-30 Barbara Dodd, Kyriaki Ttofari-Eecen, Katherine Brommeyer, Kelly Ng, Sheena Reilly, Angela Morgan
Some children’s speech impairment resolves spontaneously. Others have persistent problems affecting academic and social development. Identifying early markers that reliably predict long-term outcome would allow better prioritization for preschool intervention. This article evaluates the significance of different types of speech errors, made by 93 four-year-olds in a longitudinal population cohort study
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