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Early predictors of language and social communication impairments at ages 9-11 years: A follow-up study of early-referred children
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The Twitter of Babel: Mapping World Languages through Microblogging Platforms
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Beyond static assessment of children's receptive vocabulary: the dynamic assessment of word learning (DAWL)
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Computer delivery of gesture therapy for people with severe aphasia
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Dynamic assessment of word learning skills of preschool children with primary language impairment
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Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
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Nonverbal imitation skills in children with specific language delay
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A look at the other 90 per cent: Investigating British Sign Language vocabulary knowledge in deaf children from different language learning backgrounds
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Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder
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Accent attribution in speakers with Foreign Accent Syndrome
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The potential of sentence imitation tasks for assessment of language abilities in sequential bilingual children
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Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study
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Abstract:
Background In Portugal, the routine clinical practice of speech and language therapists (SLTs) in treating children with all types of speech sound disorder (SSD) continues to be articulation therapy (AT). There is limited use of phonological therapy (PT) or phonological awareness training in Portugal. Additionally, at an international level there is a focus on collecting information on and differentiating between the effectiveness of PT and AT for children with different types of phonologically based SSD, as well as on the role of phonological awareness in remediating SSD. It is important to collect more evidence for the most effective and efficient type of intervention approach for different SSDs and for these data to be collected from diverse linguistic and cultural perspectives. Aims To evaluate the effectiveness of a PT and AT approach for treatment of 14 Portuguese children, aged 4.0–6.7 years, with a phonologically based SSD. Methods & Procedures The children were randomly assigned to one of the two treatment approaches (seven children in each group). All children were treated by the same SLT, blind to the aims of the study, over three blocks of a total of 25 weekly sessions of intervention. Outcome measures of phonological ability (percentage of consonants correct (PCC), percentage occurrence of different phonological processes and phonetic inventory) were taken before and after intervention. A qualitative assessment of intervention effectiveness from the perspective of the parents of participants was included. Outcomes & Results Both treatments were effective in improving the participants’ speech, with the children receiving PT showing a more significant improvement in PCC score than those receiving the AT. Children in the PT group also showed greater generalization to untreated words than those receiving AT. Parents reported both intervention approaches to be as effective in improving their children's speech. Conclusions & Implications The PT (combination of expressive phonological tasks, phonological awareness, listening and discrimination activities) proved to be an effective integrated method of improving phonological SSD in children. These findings provide some evidence for Portuguese SLTs to employ PT with children with phonologically based SSD.
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Keyword:
P Philology. Linguistics; RJ Pediatrics
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URL: https://openaccess.city.ac.uk/id/eprint/5673/ https://openaccess.city.ac.uk/id/eprint/5673/3/JOFFE-2012_Phon_Therapy.pdf https://doi.org/10.1111/j.1460-6984.2012.00191.x
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Mastication Dyspraxia: A Neurodevelopmental Disorder Reflecting Disruption of the Cerebellocerebral Network Involved in Planned Actions
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Discriminating disorder from difference using dynamic assessment with bilingual children
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Assessing the effectiveness of two theoretically motivated computerassisted reading interventions in the United Kingdom: GG Rime and GG Phoneme
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Speech and language therapy/pathology: Perspectives on a gendered profession
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Testing for Near and Far Transfer Effects with a Short, Face-to-Face Adaptive Working Memory Training Intervention in Typical Children
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