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Showing all 8 results
Peer reviewed
Direct linkFeehan, Angela; Francis, Charmaine; Bernhardt, B. May; Colozzo, Paola – Child Language Teaching and Therapy, 2015
Two 6-year-old male fraternal twins each received 8 weeks of morphosyntactic and phonological intervention in counterbalanced order. Progress occurred for most targets and measures, with each child making greater progress for either phonology or morphosyntax during the corresponding unitary-domain block. Gains were maintained during the subsequent…
Descriptors: Foreign Countries, Speech Therapy, Young Children, Morphology (Languages)
Samuelsson, Christina; Plejert, Charlotta – Child Language Teaching and Therapy, 2015
Models of speech and language intervention for communicative disabilities vary from structured programmes to more interactive and ecological methods (Fey, 1986). Ideally, a model for intervention should fit the interests and personality of the patient, focus on crucial aspects of speech and language, and be suited to the patient's everyday…
Descriptors: Foreign Countries, Language Impairments, Child Caregivers, Allied Health Personnel
Scarinci, Nerina; Rose, Tanya; Pee, Jerrine; Webb, Kylie – Child Language Teaching and Therapy, 2015
Early childhood educators (ECEs) play an important role in fostering language development in young children. In-service education, led by speech-language pathologists (SLPs), has a potential role in educating ECEs about language development. In this pilot study, 42 ECEs attended an in-service education program and completed pre- and…
Descriptors: Foreign Countries, Language Acquisition, Early Childhood Education, Preschool Teachers
Melogno, Sergio; Pinto, Maria Antonietta; Levi, Gabriel – Child Language Teaching and Therapy, 2015
This study analyses the case of a gifted child (9;6 year) with autism spectrum disorder (ASD) who had a particularly high verbal IQ (146) and a specific cognitive, linguistic, and metalinguistic profile. A description of some salient behavioral characteristics of the child is provided. A metalinguistic ability test assessing metagrammatical,…
Descriptors: Metalinguistics, Gifted, Autism, Pervasive Developmental Disorders
Lund, Emily; Werfel, Krystal L.; Schuele, C. Melanie – Child Language Teaching and Therapy, 2015
This pilot study compared the phonological awareness skills and vocabulary performance of English monolingual and Spanish-English bilingual children with and without hearing loss. Preschool children with varying degrees of hearing loss (n = 18) and preschool children without hearing loss (n = 19) completed measures of phonological awareness and…
Descriptors: Phonological Awareness, Vocabulary Development, Monolingualism, Bilingual Students
Morlock, Larissa; Reynolds, Jennifer L.; Fisher, Sycarah; Comer, Ronald J. – Child Language Teaching and Therapy, 2015
Video modeling involves the learner viewing videos of a model demonstrating a target skill. According to the National Professional Development Center on Autism Spectrum Disorders (2011), video modeling is an evidenced-based intervention for individuals with Autism Spectrum Disorder (ASD) in elementary through middle school. Little research exists…
Descriptors: Video Technology, Autism, Pervasive Developmental Disorders, Intervention
Wilson, Jean; Aldersley, Anna; Dobson, Catherine; Edgar, Silke; Harding, Christian; Luckins, Jessie; Wiseman, Fiona; Pring, Tim – Child Language Teaching and Therapy, 2015
Word finding difficulties are often seen in children with language difficulties. Their problem is readily observed and has led to investigations of its nature and encouraged attempts at intervention. Semantic errors in their naming suggest that their knowledge of items is poorly developed and that therapies to strengthen it may be effective.…
Descriptors: Semantics, Therapy, Outcomes of Treatment, Language Impairments
te Kaat-van den Os, Danielle J. A.; Jongmans, Marian J.; Volman, M (Chiel) J. M.; Lauteslager, Peter E. M. – Child Language Teaching and Therapy, 2015
Expressive language problems are common among children with Down syndrome (DS). In typically developing (TD) children, gestures play an important role in supporting the transition from one-word utterances to two-word utterances. As far as we know, an overview on the role of gestures to support expressive language development in children with DS is…
Descriptors: Nonverbal Communication, Down Syndrome, Expressive Language, Language Skills
