Child Language and Teaching and Therapy by a35415


									                          Child Language Teaching and Therapy

1. Linguistic specificity through literate language use in preschool-age children with specific
    language impairment and typical language
2. Developing communication skills in deaf primary school pupils - Introducing and evaluating
    the smiLE approach
3. Child Language Teaching and Therapy-2011-Wener-0265659010393536
4. Domain-specific treatment effects in children with language and or working memory
    impairments - A pilot study
5. Talking through transitions - Microgenetic changes in preschoolers private speech and
    executive functioning
6. Developing a language support model for mainstream primary school teachers
7. The fragile nature of phonological awareness in children with specific language impairment -
    Evidence from literacy development
8. Simplified and expanded input in a focused stimulation program for a child with expressive
    language delay (ELD)
9. Social capital theory - A cross-cutting analytic for teacher & therapist work in integrating
    children’s services
10. A graphic symbol tool for the evaluation of communication, satisfaction and priorities of
    individuals with intellectual disability who use a speech generating device
11. Effects of a Tier 2 intervention on literacy measures - Lessons learned
12. Dynamic assessment of children with language impairments - A pilot study
13. Argumentative writing in pre-adolescents - The role of verbal reasoning
14. Effects of Parent-based Video Home Training in children with developmental language delay
15. Supporting students with language learning difficulties in secondary schools through
    collaboration - The use of concept maps to investigate the impact on teachers’ knowledge of
    vocabulary teaching
16. A preliminary investigation into communication in the special needs classroom during Key
    Stage 3 English lessons
17. ‘I don’t come out with big words like other people’ - Interviewing adolescents as part of
    communication profiling
18. Support required for primary and secondary students with communication disorders and or
    other learning needs
19. Young people with specific language impairment - A review of social and emotional
    functioning in adolescence
20. Considerations for test selection - How do validity and reliability impact diagnostic decisions
21. ‘It’s just so lovely to hear him talking’ - Exploring the early-intervention expectations and
    experiences of parents
22. The effectiveness of the Picture Exchange Communication System (PECS) for children with
    autism spectrum disorder (ASD) - A South African pilot study
23. Improving children’s formal word definitions - A feasibility study
24. Study of two graphic symbol-teaching methods for individuals with physical disabilities and
    additional learning difficulties
25. Effectiveness of an integrated phonological awareness approach for children with childhood
    apraxia of speech (CAS)
26. Task-setting at home and in speech and language therapy
27. Case against diagnosing developmental language disorder by default - A single case study of
    acquired aphasia associated with convulsive disorder
28. Storytelling skills of children with specific language impairment
29. Cognitive flexibility in children with and without speech disorder
30. Development of communication skills in Finnish pre-school children examined by the
    Children's Communication Checklist (CCC)
31. Speech and language therapists and teachers working together - Exploring the issues
32. Communicative acts of a child with Rubinstein—Taybi syndrome during early communicative
33. The field of language impairment is growing up
34. Some reflections on the study of children with specific language impairment
35. Specific language impairment as a language learning disability
36. Language abilities of secondary age pupils at risk of school exclusion - A preliminary report

37. Evaluation of Core Vocabulary intervention for treatment of inconsistent phonological
    disorder: Three treatment case studies
38. Cognitive and language acquisition in typical and aided language learning: A review of recent
    evidence from an aided communication perspective
39. Using conversation analysis to study prosodic problems in a child with language impairment
40. The content of children's definitions: The oral-written distinction
41. `I went to a language unit': Adolescents' views on specialist educational provision and their
    language difficulties
42. Retrospective parent report of early vocal behaviours in children with suspected Childhood
    Apraxia of Speech (sCAS)
43. Requests for clarification and children's speech responses: Changing `pasghetti' to
44. Children's reading comprehension and narrative recall in sung and spoken story contexts
45. Promoting language and literacy skills in the early years: lessons from interdisciplinary
    teaching and learning
46. A new paradigm to inform inter-professional learning for integrating speech and language
    provision into secondary schools: a socio-cultural activity theory approach
47. Change for children with language and communication needs: creating sustainable
    integrated services
48. Other ways of seeing; other ways of being: imagination as a tool for developing
    multiprofessional practice for children with communication needs
49. Patterns in early interaction between young preschool children with severe speech and
    physical impairments and their parents
50. Oral narrative intervention for children with mixed reading disability
51. The assessment and identification of language impairment in Asperger's syndrome: A case
52. Interview stories: Early years practitioners' experiences with children with speech, language
    and communication needs
53. Literacy in the mainstream inner-city school: Its relationship to spoken language
54. Interactional style, elicitation strategies and language production in professional language
55. Enhancing the phonological awareness and language skills of socially disadvantaged
    preschoolers: An interdisciplinary programme
56. Clinical implications of the effects of lexical aspect and phonology on children's production
    of the regular past tense
57. A method for assessing the use of first person verb forms by preschool-aged children with
58. Book review: Learning to listen to learn using multisensory teaching for effective listening
59. Book review: Dyslexia, speech and language: A practitioner's handbook (second edition)
60. Book review: Supporting children with speech and language and associated difficulties
    (second edition)
61. Teacher ratings of children's listening difficulties
62. Targeting prosody in an eight-year-old child with high-functioning autism during an
    interactive approach to therapy
63. Documenting changes in communication behaviours using a Structured Observation System
64. A case study of parent child interactions of a child with autistic spectrum disorder (3 48
    months) and comparison with typically-developing peers
65. Developing successful collaborative working practices for children with speech and language
    difficulties: a pilot study
66. The case for Dynamic Assessment in speech and language therapy
67. Supporting the development of narrative skills of an eight-year old child who uses an
    augmentative and alternative communication device
68. Parents’ expectations and perceptions concerning the provision of communication aids by
    the Communication Aids Project (CAP)
69. Teaching grammar to school-aged children with specific language impairment using Shape
70. Narrative skills in adolescents with a history of SLI in relation to non-verbal IQ scores
71. A survey of speech and language therapists’ views on electropalatography therapy outcomes
    in Scotland
72. Lexical learning in sung and spoken story script contexts
73. Evidence of reading difficulty in subgroups of children with specific language impairment
74. Performance of typically-developing school-age children with English as an additional
    language on the British Picture Vocabulary Scales II
75. Book Review: Multisensory teaching of basic language skills, Multisensory teaching of basic
    language skills activity book
76. Providing training in speech and language for education professionals: challenges, support
    and the view from the ground
77. Teacher judgements of the language skills of children in the early years of schooling
78. A visual graphic tool to support the production of simple sentence structures in a student
    with learning disability
79. Working with pre-school practitioners to improve interactions
80. Training others in the art of therapy for speech sound disorders: an interactional approach
81. I would like to play but I don't know how: a case study of pretend play in autism
82. Profiles of social communicative competence in middle school children with Asperger
    syndrome: Two case studies
83. Shared storybook reading with a student who uses alternative and augmentative
    communication: A description of scaffolding practices
84. Performance of children with different types of communication impairment on the Clinical
    Evaluation of Language Fundamentals (CELF)
85. Developing children's conversational skills in mainstream schools: An evaluation of group
86. Teaching alphabetic knowledge to pre-school children with developmental language delay
    and with typical language development
87. On the relationship between prosody and pragmatic ability in Swedish children with
    language impairment
88. Pragmatic language impairment: case studies of social and pragmatic language therapy
89. Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool
    diagnosis of speech/language impairment
90. Quantity and quality of parental language input to late-talking toddlers during play
91. Tor - Case study of a boy with autism between the age of three and eight
92. Repair in speech and language therapy interaction: Investigating pragmatic language
    impairment of children
93. Variables that influence decoding and spelling in beginning readers
94. Teaching receptive vocabulary to children with specific language impairment: a curriculum-
    based approach
95. Teaching language organization to a child with pervasive developmental disorder: a case
96. The effect of book genre in the repeated readings of mothers and their children with
    language impairment: a pilot investigation
97. Relevant responding in pragmatic language impairment: the role of language variation in the
    information-soliciting utterance
98. The ICF: a framework for setting goals for children with speech impairment
99. The child as agent for change in therapy for phonological disorders
100.          From hindsight to foresight: working around barriers to success in phonological
101.          The role of families in optimizing phonological therapy outcomes
102.          Book Review: Academic success strategies for adolescents with learning disabilities
    and ADHD
103.          The role of phonological representation in decoding skills of young readers
104.          The nature of referred subtypes of primary speech disability
105.          Book Review: Developmental variations in learning: applications to social, executive
    function, language and reading skills
106.          Book Review: Spotlight on special educational needs: speech and language
107.          An atypical articulatory setting as learned behaviour: a videofluorographic study
108.          Language acquisition by children with Down syndrome: a naturalistic approach to
    assisting language acquisition
109.          A comparative study of figurative language in children with autistic spectrum
110.          Teacher and speech-language therapist collaboration: being equal and achieving a
    common goal?
111.          Children's views of speech and language therapy in school: consulting children with
    communication difficulties
112.         Phonological processing: a platform for assisting second-language learners with
   English spelling
113.         Book Review: Dyslexia and literacy: theory and practice
114.         Language change in young Panjabi/English children: implications for bilingual
   language assessment
115.         Editorial: New directions in the assessment of bilingual children
116.         A phonological screening tool for Cantonese-speaking children
117.         Using scenarios to evaluate a professional development programme for teaching
118.         Patterns of interaction between children with physical disabilities using
   augmentative and alternative communication systems and their peers
119.         The vowel house: a cognitive approach to vowels for literacy and speech
120.         Exploring early years professionals' knowledge about speech and language and
   development and impairment
121.         Book Review: Language development: circle time sessions to improve
   communication skills
122.         Using augmentative and alternative communication approaches to promote
   participation of preschoolers during book reading: a pilot study
123.         Book Review: Improving children's communication: managing persistent difficulties
124.         Book Review: Speaking, reading and writing in children with language learning
125.         Promoting the communication skills of primary school children excluded from school
   or at risk of exclusion: An intervention study
126.         Acquisition of literacy skills by children with severe disability
127.         A pilot study of paraprofessional screening of child language in community settings
128.         The process of collaboration within a special school setting: An exploration of the
   ways in which skills and knowledge are shared and barriers are overcome when a teacher
   and speech and language therapist collaborate
129.         Following directions: Rehearsal and visualization strategies for children with specific
   language impairment
130.         Book Review: Phonological development in specific contexts: Studies of Chinese-
   speaking children
131.         Book Review: Dslexia: Theory and good practice
132.         Spoken word comprehension in children with SLI: A comparison of three case
133.         Functional communication skills of children with speech difficulties: Performance on
   Bishop’s Children’s Communication Checklist
134.         Collaborative pretend play: From theory to therapy
135.         Addressing expressive language disorder in children who also have severe receptive
   language disorder: A psycholinguistic approach
136.         Book Review: School based play therapy
137.         Meeting the needs of children with speech language and communication needs: a
   critical perspective on inclusion and collaboration
138.         Educational attainments of children with specific language impairment at year 6
139.         Self esteem of children with specific speech and language difficulties
140.        Consultation as a model for providing speech and language therapy in schools: a
   panacea or one step too far?
141.        Vocabulary profiles of children with specific language impairment
142.        Book Review: Support partnerships. Collaboration in action
143.        Book Review: Personal, social and emotional development of children in the early
144.        Book Review: Supporting Language and Literacy 3-8. A practical guide for assistants
   in classrooms and nurseries
145.        Book Review: How good is our collaboration? Working practice agreements between
   schools and speech and language therapists
146.        How do teachers manage topic and repair?
147.        Word and print awareness in 4-year-old children
148.        Teacher/therapist collaboration policy: an analysis
149.        The criterion validity of four vocabulary tests compared with a language sample
150.        Book Review: Basic topics in mathematics for dyslexics
151.        Narrative as a tool for the assessment of linguistic and pragmatic impairments
152.        Book Review: Parenting the ADD child: Can’t do Won’t do? Practical strategies for
   managing behaviour problems in children with ADD and ADHD
153.        Collaborative working to promote the communication skills of a 14-year-old student
   with emotional, behavioural, learning and language difficulties
154.        Why ask questions? Contextual effects on grammatical structure in the language
   production of children with specific language impairment
155.        A model for a mainstream school-based speech and language therapy service
156.        The efficacy of Visualising and Verbalising: are we asking too much?
157.        Book Review: Introduction to augmentative and alternative communication, second
158.        Book Review: The social world of children learning to talk
159.        The effectiveness of a prosodic intervention on children’s metrical patterns
160.        Book Review: Dyslexia: parents in need
161.        Book Review: How children learn the meanings of words
162.        Comprehending literally-true versus literally-false proverbs
163.        Case studies on the efficacy of expansions and subject-verb-object models in early
   language intervention
164.        Book Review: Teaching children with pragmatic difficulties of communication:
   classroom approaches
165.        Book Review: Teaching the literacy hour in an inclusive classroom: supporting pupils
   with learning difficulties in a mainstream environment
166.        Facilitating idiom acquisition in children with communication disorders: computer VS
167.        Primary care professionals’ knowledge and attitudes on speech disfluency in pre-
   school children
168.        Effectiveness of teaching story grammar knowledge to pre-school children with
   language impairment. An exploratory study
169.        Targeting metaphonological ability in intervention for children with developmental
   phonological disorders
170.       Book Review: Developmental spans in event comprehension and representation:
   bridging fictional and actual events
171.       Social and behavioural difficulties in children with language impairment
172.       Semantic intervention to support word recognition: a single-case study
173.       Include us out? Speech and language therapists’ prioritization in mainstream schools
174.       Adult language input in the early childhood educational setting
175.       Web Review: Net connections for communication disorders and sciences: an
   Internet guide
176.       Hand signalling in dyadic proximal communication: social strengths of children with
   autism who do not speak
177.       Book Review: Speech/language therapists and teachers working together: a systems
   approach to collaboration
178.       Collaborative working to promote the communication skills of a 14-year-old student
   with emotional, behavioural, lear
179.       Book Review Teaching the literacy hour in an inclusive classroom supporting pupils
   with learning difficulties in a m
180.       Effectiveness of teaching story grammar knowledge to pre-school children with
   language impairment. An exploratory st

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