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A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children with Developmental Language Disorder
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In: Communicative Disorders and Deaf Education Faculty Publications (2019)
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| 2 |
Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese
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In: Communicative Disorders and Deaf Education Faculty Publications (2016)
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| 3 |
“Whatdunit?” Developmental changes in children's syntactically based sentence interpretation abilities and sensitivity to word order
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In: Communicative Disorders and Deaf Education Faculty Publications (2015)
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| 4 |
Content andForm Interactions in the Narratives of Children with Specific Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2011)
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| 5 |
The Effects of Literate Narrative Intervention on Children with Neurologically Based Language Impairments: An Early State Study
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 6 |
Bilingual Performanceon Nonword Repetition in Spanish and English
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 7 |
Speaking Rate Characteristicsof Elementary-School-Aged Children Who Do and Do not Stutter
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 8 |
What YouHear and What You Say: Language Performance in Early Sequential Spanish EnglishBilinguals
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 9 |
Language Sample Measures andLanguage Ability in Spanish English Bilingual Kindergarteners
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 10 |
The Expressive Elaboration of Imaginative Narratives by Children with Specific Language Impairment.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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| 11 |
The Effects of Fast ForWord-Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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| 12 |
Language Intervention Practices with School-Age Children with Spoken Language Disorders: A Systematic Review.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 13 |
Noun Phrase Elaboration in Children’s Spoken Stories.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 14 |
The Efficacy of Fast ForWord-Language Intervention in School-Age Children with Language Impairment: A Randomized Clinical Trial.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 15 |
Retelling a Script-Based Story: Do Children with and without Language Impairments Focus on Script and Story Elements?
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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| 16 |
The Role of Clinical Judgments of Modifiabilityin the Diagnosis of Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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| 17 |
Making Evidence-Based Decisions about Child Language Intervention in Schools.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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| 18 |
The Index of Narrative Micro-Structure (INMIS): A Clinical Tool for Analyzing School-Age Children’s Narrative Performance.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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| 19 |
Training in Phonological AwarenessGeneralizes to Phonological Working Memory: A Preliminary Investigation
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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Abstract:
Early reading achievement relies on phonological awareness (PA) and phonological working memory (WM). Children with language impairment (LI) have problems with both. Three studies were conducted to determine whether treating PA would also improve phonological WM in preschoolers with LI. Study 1 confirmed that children with specific LI perform more poorly than age-matched peers on both PA and WM tasks. Study 2 showed that when children with and without LI are matched on a nonword WM task, differences between the groups on PA and on a word WM task are no longer statistically significant. In Study 3, sixteen preschool children with LI received intervention targeting PA skills and improved both their PA and WM abilities. These studies support the use of PA instruction to improve basic phonological mechanisms underlying working memory.
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Keyword:
Communication Sciences and Disorders; Phonological Awareness; Phonological Working Memory; Speech Pathology and Audiology
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URL: https://digitalcommons.usu.edu/comd_facpub/50
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| 20 |
An Investigation of Speech Perception in Children with SLI on a Continuum of Formant Transition Duration.
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In: Communicative Disorders and Deaf Education Faculty Publications (2005)
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