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Baylis, Pamela; Snowling, Margaret J. – Child Language Teaching and Therapy, 2012
This article reports the evaluation of a 10-week phonologically-based literacy programme involving 10 children with Down syndrome (DS). At the outset, each child relied on a whole word method of reading with no apparent use of decoding strategies. The reading and phonological skills of the children were assessed twice prior to undertaking the…
Descriptors: Phonology, Alphabets, Orthographic Symbols, Down Syndrome
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Tempest, Alison; Wells, Bill – Child Language Teaching and Therapy, 2012
The ability to argue and to create alliances with peers are important social competencies for all children, including those who have speech, language and communication needs. In this study, we investigated the management of arguments and alliances by a group of 5-year-old male friends, one of whom has a persisting speech difficulty (PSD). Twelve…
Descriptors: Video Technology, Language Acquisition, Discourse Analysis, Case Studies
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Muskett, Tom; Body, Richard; Perkins, Mick – Child Language Teaching and Therapy, 2012
Traditional approaches to standardized assessment are underpinned by the assumption that between-assessor variation in delivery can effectively be eliminated. However, fine-grained analyses of the administration of such assessments (e.g. Maynard and Marlaire, 1992) have established that significant subtle interactional variations occur even in…
Descriptors: Children, Evaluation, Interaction, Naming
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Law, James; Plunkett, Charlene C.; Stringer, Helen – Child Language Teaching and Therapy, 2012
Speech, language and communication needs (SLCN) and social, emotional and behaviour difficulties (SEBD) commonly overlap, yet we know relatively little about the mechanism linking the two, specifically to what extent it is possible to reduce behaviour difficulties by targeted communication skills. The EPPI Centre systematic review methodology was…
Descriptors: Intervention, Communication Skills, Behavior Problems, Young Children
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Matson, Gill; Cline, Tony – Child Language Teaching and Therapy, 2012
The impact of specific language impairment (SLI) on the acquisition of literacy and numeracy skills has been well researched. In contrast little has been written on its impact on the third core subject in the National Curriculum (NC) of science and this article describes a preliminary investigation into the scientific reasoning skills of children…
Descriptors: Language Impairments, Receptive Language, Expressive Language, Language Skills
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Bellon-Harn, Monica L. – Child Language Teaching and Therapy, 2012
Data regarding treatment intensity provide evidence for service delivery decision-making in schools. In this pilot study, dose frequency effects (i.e. number of therapy sessions per week) on semantic and morphologic abilities in preschool children, ages 4;0 to 5;3 years of age, with language impairment were examined. Children enrolled in a…
Descriptors: Language Impairments, Preschool Children, Comparative Analysis, Therapy
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Motsch, Hans-Joachim; Ulrich, Tanja – Child Language Teaching and Therapy, 2012
The most common interventions for children with lexical disorders are forms and combinations of interventions focusing on phonological and semantic elaboration and retrieval. Systematic reviews of intervention studies on children with lexical disorders show that a significant generalization of therapeutic effects to untrained vocabulary was rarely…
Descriptors: Preschool Children, Intervention, Therapy, Language Impairments
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Claessen, Mary; Leitao, Suze – Child Language Teaching and Therapy, 2012
It has been hypothesized that children with specific language impairment (SLI) have difficulty processing sound-based information, including storing and accessing phonological representations in the lexicon. Tasks are emerging in the literature that provide a measure of the quality of stored phonological representations, without requiring a verbal…
Descriptors: Language Impairments, Children, Phonological Awareness, Language Processing
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Melogno, Sergio; D'Ardia, Caterina; Pinto, Maria Antonietta; Levi, Gabriel – Child Language Teaching and Therapy, 2012
This article presents case studies on metaphor comprehension in two boys with high-functioning autistic spectrum disorder, aged 9;1 (9 years, 1 month) and 8;11. The participants were assessed twice, before and after an intervention program aimed at improving their social skills. The focus of the article is on the specific patterns exhibited by…
Descriptors: Figurative Language, Comprehension, Autism, Pervasive Developmental Disorders
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Brouwer, Kyle L. – Child Language Teaching and Therapy, 2012
This study compared the writing motivation of students with language impairments (LI) and their typically developing (TD) peers. For the study 272 students (33 students with language impairments, 242 TD peers) aged 8-10 years, in 11 elementary schools, were sampled. The two groups completed self-report measures of writing motivation and 20…
Descriptors: Language Impairments, Elementary School Students, Student Motivation, Writing (Composition)
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Benigno, Joann P.; Byrd, Dana L; McNamara, Joseph P. H.; Berg, W. Keith; Farrar, M. Jeffrey – Child Language Teaching and Therapy, 2011
In this study we explored the relation between private speech and task mastery by using the microgenetic method to examine the language and performance of 13 children aged 4 and 5 as they gained expertise with a spatial, multi-step planning task across 6 sessions. Seven of the 13 children's performances across these sessions were characterized by…
Descriptors: Preschool Children, Inner Speech (Subvocal), Executive Function, Change
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Archibald, Lisa M. D.; Joanisse, Marc; Edmunds, Alan – Child Language Teaching and Therapy, 2011
Study of the developmental relationship between language and working memory skills has only just begun, despite the prominent role of their interdependency in some theoretical accounts of developmental language impairments. Recently, Archibald and Joanisse (2009) identified children with specific language impairment (SLI), or specific working…
Descriptors: Language Impairments, Standardized Tests, Questionnaires, Short Term Memory
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Casby, Michael W. – Child Language Teaching and Therapy, 2011
Mean length of utterance (MLU) is a frequently used measure of the expressive language of young children. The suggested conventional, contemporary, clinical practice is to calculate it from a language sample of a minimum of 50 to 100 contiguous intelligible utterances. This practice places considerable strain on professionals working with young…
Descriptors: Language Impairments, Young Children, Expressive Language, Developmental Delays
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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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Wellington, Wendy; Stackhouse, Joy – Child Language Teaching and Therapy, 2011
The majority of children with speech, language and communication needs (SLCN) are educated in mainstream classrooms where they can have difficulties with the language needed for learning. Although visual support in the classroom can help to scaffold children's learning and socialization, many teachers feel ill equipped to use this. They do not…
Descriptors: Mentors, Visual Aids, Listening Skills, Teaching Assistants
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