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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 Hits 1 – 6 of 6 1 The handbook of child language disorders Edwards, Jan; Fletcher, Paul; Hook, Pamela E.. - New York : Psychology Press, 2009 BLLDB UB Frankfurt Linguistik Show details 2 Oral and written story composition skills of children with language impairment Fey, Marc E.; Catts, Hugh W.; Proctor-Williams, Kerry... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 47 (2004) 6, 1301-1318 BLLDB Show details 3 Oral and Written Story Composition Skills of Children With Language Impairment Fey, Marc E.; Catts, Hugh W.; Proctor-Williams, Kerry; Tomblin, J. Bruce; Zhang, Xuyang In: ETSU Faculty Works (2004) Abstract: In this study 538 children composed 1 oral and 1 written fictional story in both 2nd and 4th grades. Each child represented 1 of 4 diagnostic groups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), or low nonverbal IQ (LNIQ). The stories of the TL group had more different words, more grammatical complexity, fewer errors, and more overall quality than either language-impaired group at either grade. Stories of the SLI and LNIQ groups were consistently stronger than were those of the NLI group. Kindergarten children with language impairment (LI) whose standardized test performance suggested normalization by 2nd grade also appeared to have recovered in storytelling abilities at that point. By 4th grade, however, these children's stories were less like the children with TL and more like those of children with persistent LI than they had been in 2nd grade. Oral stories were better than written stories in both grades, although the greatest gains from 2nd to 4th grade were generally made on written stories. Girls told stronger stories than did boys at both grades, regardless of group placement. It is concluded that story composition tasks are educationally relevant and should play a significant role in the evaluation of children with developmental LI. Keyword: and Ocular Physiology; Audiology and Speech-Language Pathology; children; composition; language impairment; Medical Pathology; Musculoskeletal; Neural; oral story; Speech and Hearing Science; speech language pathology; Speech Pathology and Audiology; written story URL: https://dc.etsu.edu/etsu-works/1776 https://doi.org/10.1044/1092-4388(2004/098 BASE Hide details 4 A longitudinal investigation of reading outcomes in children with language impairments Catts, Hugh W.; Fey, Marc E.; Tomblin, J. Bruce... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 45 (2002) 6, 1142-1157 BLLDB Show details 5 Estimating the risk of future reading difficulties in kindergarten children : a research-based model and its clinical implementation Catts, Hugh W.; Fey, Marc E.; Zhang, Xuyang... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 32 (2001) 1, 38-50 BLLDB Show details 6 Specific language impairments in children Crago, Martha B. (Mitarb.); Leonard, Laurence B. (Mitarb.); Watkins, Ruth V. (Hrsg.). - Baltimore, Md. [u.a.] : Brookes, 1994 BLLDB UB Frankfurt Linguistik Show details

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