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Recast Density and Irregular Past Tense Verb Acquisition
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In: ETSU Faculty Works (2006)
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| 62 |
Phrase Analysis of Preschooler Narratives: A Pilot Study
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In: ETSU Faculty Works (2006)
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| 63 |
Concurrent Validity of the PICS and the CSBS-DP
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In: ETSU Faculty Works (2006)
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| 64 |
Recast Density and Irregular Past Tense Verb Acquisition
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In: ETSU Faculty Works (2005)
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| 65 |
Contrastive Intervention Approaches for Children with Severe Phonological Disorders
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In: ETSU Faculty Works (2005)
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| 66 |
Efficiency of Verb Acquisition by Children with SLI & TL
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In: ETSU Faculty Works (2005)
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| 67 |
An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development
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In: ETSU Faculty Works (2004)
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| 68 |
Phonology in Clinical Settings: It’s about Time
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In: ETSU Faculty Works (2004)
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| 69 |
Oral and Written Story Composition Skills of Children With Language Impairment
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In: ETSU Faculty Works (2004)
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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.
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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
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URL: https://dc.etsu.edu/etsu-works/1776
https://doi.org/10.1044/1092-4388(2004/098
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| 70 |
Making Phonology Functional: Assessment and Intervention in Clinical Settings
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In: ETSU Faculty Works (2003)
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| 71 |
A Prospective Longitudinal Study of Phonological Development in Late Talkers
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In: ETSU Faculty Works (2003)
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| 72 |
Mentoring model for retaining quality faculty in research II institutions
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In: ETSU Faculty Works (2003)
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| 73 |
Optional Infinitive Theory and Surface Account in Children's Narratives
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In: ETSU Faculty Works (2003)
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| 74 |
Target Selection and Treatment Outcomes
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In: ETSU Faculty Works (2003)
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| 75 |
Epilogue: Perspectives in the Assessment of Children's Speech
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In: ETSU Faculty Works (2002)
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| 76 |
Prologue: Perspectives in the Assessment of Children's Speech
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In: ETSU Faculty Works (2002)
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| 77 |
Making Phonology Functional: Assessment and Intervention in Clinical Settings
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In: ETSU Faculty Works (2000)
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| 78 |
Multiple Oppositions: Theoretical Foundations for an Alternative Contrastive Intervention Approach
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In: ETSU Faculty Works (2000)
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| 79 |
Multiple Oppositions: Case Studies of Variables in Phonological Intervention
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In: ETSU Faculty Works (2000)
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| 80 |
A Systemic Approach to Phonological Assessment and Intervention
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In: ETSU Faculty Works (1999)
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