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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 5...8 Hits 1 – 20 of 144 1 Contrastive interventions (Storkel, 2022) ... Storkel, Holly L.. - : ASHA journals, 2022 BASE Show details 2 Contrastive interventions (Storkel, 2022) ... Storkel, Holly L.. - : ASHA journals, 2022 BASE Show details 3 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Lowry, Stephanie L.. - : ASHA journals, 2021 BASE Show details 4 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Uglow, Stephanie. - : ASHA journals, 2021 BASE Show details 5 Memory for word learning by children with DLD (Gordon et al., 2021) ... Gordon, Katherine R.; Storkel, Holly L.; Lowry, Stephanie L.. - : ASHA journals, 2021 BASE Show details 6 The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.; Pitt, Adrienne R.; Fleming, Kandace K.; Romine, Rebecca Swinburne. - : American Speech-Language-Hearing Association, 2021 Abstract: Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation. Method: Thirty-four kindergarten children with DLD (aged 5;0–6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study (Storkel, Voelmle, et al., 2017) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a definition task prior to, during, and after treatment. Results: Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores. Conclusion: When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach. URL: https://orcid.org/ 0000-0001-5962-4596 http://hdl.handle.net/1808/31892 https://orcid.org/ 0000-0001-9265-5335 https://doi.org/10.1044/2019_LSHSS-VOIA-18-0131 https://orcid.org/ 0000-0003-3113-8937 https://orcid.org/ 0000-0002-1493-4862 https://orcid.org/ 0000-0001-6533-6224 BASE Hide details 7 Using Developmental Norms for Speech Sounds as a Means of Determining Treatment Eligibility in Schools Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 8 Clinical Forum Prologue: Speech Sound Disorders in Schools: Who Qualifies? Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 9 Word Learning by Preschool-Age Children with Developmental Language Disorder: Impaired Encoding and Robust Consolidation during Slow Mapping Gordon, Katherine R.; Storkel, Holly L.; Uglow, Stephanie. - : American Speech-Language-Hearing Association, 2021 BASE Show details 10 Using Computer Programs for Language Sample Analysis Pezold, Mollee J.; Imgrund, Caitlin M.; Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2021 BASE Show details 11 The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.. - : American Speech-Language-Hearing Association, 2020 BASE Show details 12 Using programs for language sample analysis (Pezold et al., 2019) ... Mollee J. Pezold; Imgrund, Caitlin M.; Storkel, Holly L.. - : ASHA journals, 2019 BASE Show details 13 Using programs for language sample analysis (Pezold et al., 2019) ... Mollee J. Pezold; Imgrund, Caitlin M.; Storkel, Holly L.. - : ASHA journals, 2019 BASE Show details 14 The Complexity Approach to Phonological Treatment: How to Select Treatment Targets Storkel, Holly L.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 15 Misarticulations and word identification (Krueger et al., 2018) ... Krueger, Breanna I.; Storkel, Holly L.; Minai, Utako. - : Figshare, 2018 BASE Show details 16 Sound selection (Storkel, 2018) ... Storkel, Holly L.. - : Figshare, 2018 BASE Show details 17 Sound selection (Storkel, 2018) ... Storkel, Holly L.. - : Figshare, 2018 BASE Show details 18 Misarticulations and word identification (Krueger et al., 2018) ... Krueger, Breanna I.; Storkel, Holly L.; Minai, Utako. - : Figshare, 2018 BASE Show details 19 The Influence of Misarticulations on Children's Word Identification and Processing Krueger, Breanna Irene; Storkel, Holly L.; Minai, Utako. - : American Speech-Language-Hearing Association, 2018 BASE Show details 20 Applying item-response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation-2 Brackenbury, Tim; Zickar, Michael J.; Munson, Benjamin. - : American Speech-Language-Hearing Association (ASHA), 2018 BASE Show details Page: 1 2 3 4 5...8

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