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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 61 1 Is two too early? Assessing toddlers’ phonology Claessen, Mary; Beattie, T.; Roberts, R.. - 2016 BASE Show details 2 Evaluation of core vocabulary therapy for deaf children: Four treatment case studies Herman, R.; Ford, K.; Thomas, J.. - : SAGE, 2015 BASE Show details 3 Language and Socioeconomic Disadvantage: From Research to Practice Roy, P.; Chiat, S.; Dodd, B.. - : City University London, 2014 BASE Show details 4 Dynamic Assessment of bilingual children’s language at the point of referral Dodd, B.; Hasson, N.; Camilleri, B.. - 2014 BASE Show details 5 Planning intervention using dynamic assessments: A case study Hasson, N.; Dodd, B.. - : Sage Publishers, 2014 BASE Show details 6 Discriminating disorder from difference using dynamic assessment with bilingual children Smith, J.; Dodd, B.; Hasson, N.; Camilleri, B.; Jones, C.. - : SAGE, 2013 Abstract: The DAPPLE (Dynamic Assessment of Preschoolers’ Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of these children are likely to have a core language learning difficulty. Clinicians need to be able to distinguish disorder from difference due to a child’s language learning context. The assessment used a test–teach–test format to examine children’s ability to learn vocabulary, sentence structure and phonology. The assessment, which takes less than 60 minutes to administer, was given to 26 children who were bilingual: 12 currently on a speech and language therapy caseload and 14 children matched for age and socio-economic status who had never been referred to speech and language therapy. The DAPPLE data clearly discriminated the two groups. The caseload group required a greater amount of prompting to identify targeted words in the receptive vocabulary assessment and performed less well in the post-teaching expressive component. For sentence structure, the caseload group required more cues to acquire the targeted clause elements in the teaching phase. The caseload group made more phoneme errors at the initial and final assessments than the controls, and the type of errors made differed. Teaching resulted in greater positive change in percent phonemes correct for the caseload participants. Qualitative analyses of individual children’s performance on the DAPPLE suggested that it has the potential to discriminate core language deficits from difference due to a bilingual language learning context. Future directions for development of the test are considered. Keyword: P Philology. Linguistics URL: https://doi.org/10.1177/0265659012459526 http://clt.sagepub.com/ https://openaccess.city.ac.uk/id/eprint/3330/1/Discriminating%20disorder%20from%20difference%20using%20dynamic%20assessment%20with%20bilingual%20children.pdf https://openaccess.city.ac.uk/id/eprint/3330/ BASE Hide details 7 The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey Pring, T.; Flood, E.; Dodd, B.. - : Wiley Blackwell, 2012 BASE Show details 8 Sentence imitation as a tool in identifying expressive morphosyntactic difficulties in children with severe speech difficulties Seeff-Gabriel, B.; Dodd, B.; Chiat, S.. - : WILEY-BLACKWELL, 2010 BASE Show details 9 Phonological awareness and early reading development in children with childhood apraxia of speech (CAS) Dodd, B.; Gillon, G.T.; McNeill, B.C.. - : University of Canterbury. College of Education., 2009. : University of Canterbury. School of Literacies and Arts in Education., 2009 BASE Show details 10 The effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS) Dodd, B.; McNeill, B.C.; Gillon, G.T.. - : University of Canterbury. School of Literacies and Arts in Education., 2009 BASE Show details 11 Phonological awareness and language intervention in preschoolers from low socio-economic backgrounds: A longitudinal investigation O'Connor, M.; Arnott, W.; McIntosh, B.. - : The British Psychological Society, 2009 BASE Show details 12 Enhancing the phonological awareness and language skills of socially diasadvantaged preschoolers: An interdisciplinary programme McIntosh, B.; Thomas, S.; Crosbie, S.. - : Sage Publications, 2007 BASE Show details 13 Phonological awareness abilities in Cantonese speaking children So, L.; Dodd, B.. - : Plural Publishing, 2007 BASE Show details 14 Treating Jarrod: A core vocabulary approach Crosbie, S.; Pine, C.; Holm, A.... In: Advances in speech language pathology. - London [u.a.] : Taylor & Francis 8 (2006) 3, 316 OLC Linguistik Show details 15 A core vocabulary approach for management of inconsistent speech disorder Dodd, B.; Holm, A.; Crosbie, S.... In: Advances in speech language pathology. - London [u.a.] : Taylor & Francis 8 (2006) 3, 220-230 OLC Linguistik Show details 16 Phonological development and disorders in children: a multilingual perspective Zhu, Hua; Dodd, B.. - : Multilingual Matters, 2006 BASE Show details 17 Towards developmental universals Zhu, Hua; Dodd, B.. - : Multilingual Matters, 2006 BASE Show details 18 The need for comparable criteria in multilingual studies Zhu, Hua. - : Multilingual Matters, 2006 BASE Show details 19 The normal and disordered phonology of Putonghua (modern standard Chinese)-speaking children Zhu, Hua. - : Multilingual Matters, 2006 BASE Show details 20 English phonology: acquisition and disorder Zhu, Hua; Dodd, B.; Holm, A.. - : Multilingual Matters, 2006 BASE Show details Page: 1 2 3 4

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