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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 – 20 of 20 1 Elements of phonological interventions for children with speech sound disorders : the development of a taxonomy Baker, Elise (R20118); Williams, A. Lynn; McLeod, Sharynne. - : U.S., American Speech-Language-Hearing Association, 2018 BASE Show details 2 Preschool children's communication, motor and social development : parents' and educators' concerns McLeod, Sharynne; Crowe, Kathryn; McCormack, Jane. - : U.K., Taylor & Francis, 2018 BASE Show details 3 Tutorial : Assessment and analysis of polysyllables in young children Masso, Sarah; McLeod, Sharynne; Baker, Elise (R20118). - : U.S., American Speech-Language-Hearing Association, 2018 BASE Show details 4 Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties Masso, Sarah; Howland, Charlotte; Crowe, Kathryn. - : U.K., Routledge, 2017 BASE Show details 5 Polysyllable speech accuracy and predictors of later literacy development in preschool children with speech sound disorders Masso, Sarah; Baker, Elise (R20118); McLeod, Sharynne; Wang, Cen. - : U.S., American Speech-Language-Hearing Association, 2017 Abstract: Purpose: The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables—words of three or more syllables—are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties. Method: Participants were 93 preschool children with SSD from the Sound Start Study. Participants completed the Polysyllable Preschool Test (Baker, 2013) as well as phonological processing, receptive vocabulary, and print knowledge tasks. Results: Cluster analysis was completed, and 2 clusters were identified: low polysyllable accuracy and moderate polysyllable accuracy. The clusters were significantly different based on 2 measures of phonological awareness and measures of receptive vocabulary, rapid naming, and digit span. The clusters were not significantly different on sound matching accuracy or letter, sound, or print concept knowledge. Conclusions: The participants’ poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk—those with both low polysyllable accuracy and poor phonological processing. Keyword: phonetics; preschool children; speech; speech disorders; XXXXXX - Unknown URL: https://doi.org/10.1044/2017_JSLHR-S-16-0171 https://hdl.handle.net/1959.7/uws:55294 BASE Hide details 6 Tutorial : Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist McLeod, Sharynne; Verdon, Sarah E.; Baker, Elise (R20118). - : U.S., American Speech-Language-Hearing Association, 2017 BASE Show details 7 Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings Crowe, Kathryn; Cumming, Tamara; McCormack, Jane. - : U.K., Sage Publications, 2017 BASE Show details 8 Implementation fidelity of a computer-assisted intervention for children with speech sound disorders McCormack, Jane; Baker, Elise (R20118); Masso, Sarah. - : U.K., Taylor & Francis, 2017 BASE Show details 9 Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders Masso, Sarah; McLeod, Sharynne; Wang, Cen. - : U.K., Taylor & Francis, 2017 BASE Show details 10 Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders McLeod, Sharynne; Baker, Elise (R20118); McCormack, Jane. - : U.S., American Speech-Language-Hearing Association, 2017 BASE Show details 11 Polysyllable productions in preschool children with speech sound disorders : error categories and the framework of polysyllable maturity McLeod, Sharynne; Masso, Sarah; McCormack, Jane. - : U.K., Taylor & Francis, 2016 BASE Show details 12 Phonology Masso, Sarah; Baker, Elise (R20118). - : South Melbourne, Vic., Oxford University Press, 2015 BASE Show details 13 Identifying phonological awareness difficulties in preschool children with speech sound disorders Masso, Sarah; Baker, Elise (R20118); McLeod, Sharynne. - : U.K., Taylor & Francis, 2014 BASE Show details 14 Speech-language pathologists' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders McLeod, Sharynne; Baker, Elise (R20118). - : U.K., Taylor & Francis, 2014 BASE Show details 15 International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper McLeod, Sharynne; Verdon, Sarah E.; Bowen, Caroline. - : U.S., Elsevier, 2013 BASE Show details 16 Evidence-based practice for children with speech sound disorders. Part 1: Narrative review Baker, Elise (R20118); McLeod, Sharynne. - : U.S., American Speech-Language-Hearing Association, 2011 BASE Show details 17 Evidence-based practice for children with speech sound disorders. Part 2: Application to clinical practice Baker, Elise (R20118); McLeod, Sharynne. - : U.S., American Speech-Language-Hearing Association, 2011 BASE Show details 18 Complexity approaches to intervention Baker, Elise (R20118); Williams, A. Lynn. - : U.S., Paul H. Brookes Publishing, 2010 BASE Show details 19 Minimal pair intervention Baker, Elise (R20118). - : U.S., Paul H. Brookes Publishing, 2010 BASE Show details 20 Segment Production in Mono-, Di- and Polysyllabic Words in Children Aged 3 to 7 years van Doorn, Jan; McLeod, Sharynne; James, Deborah. - : Lawrence Erlbaum Associates, Inc., 2002 BASE Show details

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