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McDonald, David; Proctor, Penny; Gill, Wendy; Heaven, Sue; Marr, Jane; Young, Jane – Child Language Teaching and Therapy, 2015
The purpose of this addendum is to include within our discussion the findings of Girolametto et al. (2007), a randomized controlled trial of Teacher Talk training, an adapted version of Learning Language and Loving It (LLLI) (Weitzman and Greenberg, 2002). Teacher Talk does not include the coaching and video feedback elements of LLLI. Girolametto…
Descriptors: Early Childhood Education, Speech Therapy, Communication Strategies, Language Acquisition
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Bishop, Dorothy V. M.; Clark, Becky; Conti-Ramsden, Gina; Norbury, Courtenay Frazier; Snowling, Margaret J – Child Language Teaching and Therapy, 2012
In contrast to dyslexia and autism, specific language impairment (SLI) is a neglected condition not only in research, but also in debates about policy and practice. A recent analysis of research publications and grants confirmed this impression, showing that SLI attracted far less research funding and led to fewer publications than many other…
Descriptors: Language Impairments, Internet, Clinical Psychology, Psychologists
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Mroz, Maria – Child Language Teaching and Therapy, 2012
The recommendations from the Bercow Review of services for children with speech, language and communication needs (DCSF, 2008a) have significant implications for the training of pre-service teachers who will be expected to be more able to meet the needs of such children. This article explores the potential within the Standards for Qualified…
Descriptors: Identification, Preservice Teacher Education, Foreign Countries, Preservice Teachers
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Steele, Sara C.; Mills, Monique T. – Child Language Teaching and Therapy, 2011
The purpose of this article is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional…
Descriptors: Evidence, Educational Strategies, Intervention, Language Impairments
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Wolfe, Donna L.; Heilmann, John – Child Language Teaching and Therapy, 2010
There is considerable debate regarding the simplification of adults' language when talking to young children with expressive language delays (ELD). While simplified input, also called telegraphic speech, is used by many parents and clinicians working with young children, its use has been discouraged in much of the clinical literature. In addition…
Descriptors: Expressive Language, Language Impairments, Young Children, Stimulation
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Gascoigne, Marie – Child Language Teaching and Therapy, 2008
This paper takes a "whole system" view of the opportunities and challenges presented to those working to achieve better outcomes for children. Collaboration will be considered from a multi-layered perspective, taking into account practitioner, operational, strategic and national levels of collaboration and the factors which have been identified to…
Descriptors: Integrated Services, Language Impairments, Outcomes of Education, Cooperation
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Martin, Deirdre – Child Language Teaching and Therapy, 2008
The paper presents a new way of understanding and investigating inter-professional learning across agencies for children and young people with speech, language and communication needs (SLCN) in schools in England. It considers specifically speech and language therapy staff and school staff learning to work together and working to learn together in…
Descriptors: Foreign Countries, Teaching Methods, English (Second Language), Interprofessional Relationship
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Jarvis, Joy; Trodd, Lyn – Child Language Teaching and Therapy, 2008
The purpose of this discussion paper is to explore ways in which professionals working in multi-professional settings can develop their understanding of the different perspectives and knowledge bases of team members in order to build new working practices together. The importance of exploring professional identity in professional development…
Descriptors: Discussion, Professional Development, Imagination, Children
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Ebbels, Susan – Child Language Teaching and Therapy, 2007
This paper describes an approach to teaching grammar which has been designed for school-aged children with specific language impairment (SLI). The approach uses shapes, colours and arrows to make the grammatical rules of English explicit. Evidence is presented which supports the use of this approach with older children in the areas of past tense…
Descriptors: Teaching Methods, Intervention, Language Impairments, Morphemes
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Hasson, Natalie – Child Language Teaching and Therapy, 2007
This paper highlights the appeal of dynamic assessment (DA) for speech and language therapists (SLTs), and describes the usefulness of various DA models and methods. It describes the background to DA, and the uses to which DA has been put, by educational psychologists in the UK, and by SLTs in the USA. The research and development of methods of DA…
Descriptors: Evaluation Methods, Models, Research and Development, Psychologists
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Bellon-Harn, Monica L.; Harn, William E. – Child Language Teaching and Therapy, 2006
Among characteristics of children diagnosed with Asperger syndrome (AS) are difficulties in social communication. This study describes the social communicative competence of two middle school children with AS participating in conversations in three different situational contexts. The conversations were transcribed and submitted to three kinds of…
Descriptors: Asperger Syndrome, Middle School Students, Interpersonal Competence, Speech Communication
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Gardner, Hilary – Child Language Teaching and Therapy, 2006
This paper describes the pilot of an interactional training programme designed for speech and language therapists to use with school support assistants, students and parents to enhance their implementation of therapy for children with speech sound difficulties. Collaborative therapy sessions in a school setting were videoed to encourage reflection…
Descriptors: Educational Environment, Art Therapy, Interaction, Children
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Hess, Lucille – Child Language Teaching and Therapy, 2006
Children with autism have poor pretend play abilities, which greatly affects their social skill development. This intervention technique, using an adult partner, describes how a guided story and role-play format enhanced abilities of pretence and the understanding of social roles in a ten-year-old, verbal boy with autism. By having an everyday…
Descriptors: Teaching Methods, Skill Development, Interpersonal Competence, Play
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Saxton, Matthew – Child Language Teaching and Therapy, 2005
This article reviews the nature and function of recasts, a well-documented way of responding to young children. The paper challenges the definition of recast and argues that it is too broad a category to be useful, either for theories of language development or for practice. In particular, various forms of recast have featured in intervention…
Descriptors: Language Acquisition, Linguistic Input, Grammar, Child Language
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Adams, Catherine; Baxendale, Janet; Lloyd, Julian; Aldred, Catherine – Child Language Teaching and Therapy, 2005
The current position on speech and language intervention for children who have pragmatic language impairment (PLI) is limited by a lack of evidence to support practice. Two intervention outcome case studies of children with PLI, aimed at establishing efficacy, are presented in this paper. Standardized language tests and conversational sampling…
Descriptors: Pragmatics, Language Processing, Intervention, Language Tests
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