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Towards a Typology of Terminological Variation: A modest Proposal for Specialised Translation
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The impact of dose on naming accuracy with persons with aphasia
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The effect of probabilistic phonotactics on lexical acquisition
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Using consultation to support english learners: The experiences of bilingual school psychologists
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In: Psychology Faculty Publications (2016)
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Abstract:
Through semi-structured interviews, this study explored 11 bilingual school psychologists' (BSPs) consultation experiences with teachers of English learners (EL) to determine referral concerns, recommendations made, challenges encountered, preparation experiences, and skills most needed. The most common referral issue concerned students' academic performance and teachers' attempts to parse out language acquisition difficulties from learning problems. Principal consultation challenges included the scarcity of trained professionals, teacher bias, and the stress of competing school priorities. BSPs relied most on their interpersonal skills and relationship building skills, as well as their knowledge of EL-focused interventions and their problem identification skills. Recommendations to their monolingual school psychology colleagues included the need to actively seek out a) language and culture resources, b) relevant professional development opportunities, and c) consultations with fellow BSPs. Study limitations and implications are discussed.
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URL: https://digitalcommons.uri.edu/psy_facpubs/645 https://doi.org/10.1002/pits.21904
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The impact of dose on naming accuracy with persons with aphasia
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In: Speech, Language, Hearing, and Occupational Sciences Faculty Publications (2015)
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Measuring Outcomes in Aphasia and Apraxia of Speech in the Context of a Learning Health Care System
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Masked Priming Effects in Aphasia: Evidence for Altered Automatic Spreading Activation
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Perception of visually masked stimuli by individuals with aphasia: A methodological assessment and preliminary theoretical implications
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Bilingual school psychologists' assessment practices with English language learners
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In: Psychology Faculty Publications (2010)
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How much terminological theory do we need for practice? An old pedagogical dilemma in a new field
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