NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 211 to 225 of 298 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
McIntosh, Beth; Dodd, Barbara – Child Language Teaching and Therapy, 2009
Children with unintelligible speech differ in severity, underlying deficit, type of surface error patterns and response to treatment. Detailed treatment case studies, evaluating specific intervention protocols for particular diagnostic groups, can identify best practice for children with speech disorder. Three treatment case studies evaluated the…
Descriptors: Articulation (Speech), Intervention, Phonology, Error Patterns
Peer reviewed Peer reviewed
Direct linkDirect link
Clegg, Judy; Stackhouse, Joy; Finch, Katy; Murphy, Claire; Nicholls, Shelley – Child Language Teaching and Therapy, 2009
In the UK, exclusions from school because of behaviour problems usually occur when other alternatives have proved unsuccessful. There is some evidence to suggest that behaviour problems and resulting school exclusions are associated with language impairment. In older children who are permanently excluded, expressive rather than receptive language…
Descriptors: Foreign Countries, Emotional Problems, Language Impairments, Receptive Language
Peer reviewed Peer reviewed
Direct linkDirect link
Marinac, Julie V.; Harper, Laura – Child Language Teaching and Therapy, 2009
The aim of this article is to inform the diagnostic knowledge base for professionals working in the field of language disorders when classic symptoms, characteristics and sequences are not found. The information reveals the risk of diagnosis with a developmental language disorder (DLD) by default when no underlying cause can be readily identified.…
Descriptors: Clinical Diagnosis, Aphasia, Language Impairments, Standardized Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Tykkylainen, Tuula – Child Language Teaching and Therapy, 2009
The aim of this article is to analyse and describe task-setting in game-like interactions. The task-setting is studied in two contexts: in everyday interaction and in speech and language therapy. The data comprises task interaction between mothers and 5-year-old typically developing children (6 pairs) and task interaction between speech and…
Descriptors: Mothers, Language Impairments, Interaction, Therapy
Peer reviewed Peer reviewed
Direct linkDirect link
Simkin, Zoe; Conti-Ramsden, Gina – Child Language Teaching and Therapy, 2009
The opinions of adolescents about their earlier specialist educational provision in the UK, i.e. language units, have received little attention in the literature. This study examines the views of young people and their parents on language units and also evaluates opinions concerning the young people's language difficulties. One hundred and…
Descriptors: Language Impairments, Adolescent Attitudes, Adolescents, Specialists
Peer reviewed Peer reviewed
Direct linkDirect link
Marinellie, Sally A. – Child Language Teaching and Therapy, 2009
The extant literature on oral and written language has shown several interesting differences in terms of production and style. The purpose of the present study was to investigate the content of word definitions provided by children in both the oral and written modes. A total of 30 typically developing children (mean age: 9 years; 2 months) defined…
Descriptors: Nouns, Written Language, Oral Language, Definitions
Peer reviewed Peer reviewed
Direct linkDirect link
Samuelsson, Christina – Child Language Teaching and Therapy, 2009
Prosody carries a lot of information relevant for our understanding of spoken messages. In addition, prosody plays an important role in signalling attitudes and emotions. Prosodic features also constitute an important resource that participants use to achieve mutual understanding in interaction. The aim of this study was to point to possible…
Descriptors: Intonation, Language Impairments, Testing, Language Tests
Peer reviewed Peer reviewed
Direct linkDirect link
McNeill, Brigid C.; Gillon, Gail T.; Dodd, Barbara – Child Language Teaching and Therapy, 2009
This study investigated the effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS). Change in speech, phonological awareness, letter knowledge, word decoding, and spelling skills were examined. A controlled multiple single-subject design was employed. Twelve children aged 4-7 years with…
Descriptors: Spelling, Phonological Awareness, Phonemic Awareness, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Epstein, Shelley-Ann; Phillips, Julie – Child Language Teaching and Therapy, 2009
Research has demonstrated that children with specific language impairment (SLI) have difficulties producing oral narratives, particularly features of macrostructural and microstructural organization. In addition, numerous methods of eliciting oral narratives (e.g. visual images and conversation techniques) have been used, with little agreement as…
Descriptors: Picture Books, Language Impairments, Foreign Countries, Story Telling
Peer reviewed Peer reviewed
Direct linkDirect link
Adamson-Macedo, Elvidina N.; Patel, Reena; Sallah, David K. – Child Language Teaching and Therapy, 2009
Speech and language difficulties can be indicative of other cognitive, social and developmental problems. Tools used in the UK have not (1) targeted two-year-old children, (2) included both parents' reports and independent observations, and (3) simultaneously evaluated expression, understanding and speech. This cross-sectional study of two…
Descriptors: Reliability, Measures (Individuals), Psychometrics, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Crosbie, Sharon; Holm, Alison; Dodd, Barbara – Child Language Teaching and Therapy, 2009
Most children's speech difficulties are "functional" (i.e. no known sensory, motor or intellectual deficits). Speech disorder may, however, be associated with cognitive deficits considered core abilities in executive function: rule abstraction and cognitive flexibility. The study compares the rule abstraction and cognitive flexibility of…
Descriptors: Speech Impairments, Comparative Analysis, Preschool Children, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Yliherva, Anneli; Loukusa, Soile; Vaisanen, Raija; Pyper, Amanda; Moilanen, Irma – Child Language Teaching and Therapy, 2009
The communication skills of typically developing Finnish-speaking children between three and six years of age were examined using the Children's Communication Checklist (CCC). The differences between the boys and girls were also investigated. Results showed that the performance of the three-year-old children differed on the Speech subscale of the…
Descriptors: Check Lists, Rhetoric, Syntax, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Baxter, Susan; Brookes, Clair; Bianchi, Karen; Rashid, Khadeeja; Hay, Fiona – Child Language Teaching and Therapy, 2009
Research suggests that there are benefits for children and staff from joint working between speech and language therapists (SLTs) and teachers. However, differing models and a number of obstacles to successful joint working have been identified. Using a survey design, this study aimed to: explore the perceptions of school staff regarding a speech…
Descriptors: Speech Therapy, Speech Language Pathology, Allied Health Personnel, Delivery Systems
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Kouri, Theresa; Telander, Karen – Child Language Teaching and Therapy, 2008
A growing number of reading professionals have advocated teaching literacy through music and song; however, little research exists supporting such practices. The purpose of this study was to determine if sung story book readings would enhance story comprehension and narrative re-tellings in children with histories of speech and language delay.…
Descriptors: Reading Comprehension, Literacy Education, Delayed Speech, Grade 1
Pages: 1  |  ...  |  10  |  11  |  12  |  13  |  14  |  15  |  16  |  17  |  18  |  19  |  20