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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 development 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 `spaghetti' 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 study 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 intervention 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 SLI 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 Coding 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 therapy 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 study 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 intervention 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 difficulties 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 disorders 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 staff 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 disabilities 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 studies 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 years 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 edition 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 classroom 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 181.
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