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The effect of language specific factors on early written composition: the role of spelling, oral language and text generation skills in a shallow orthography
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In: Reading and Writing pp. 1-27. (2016) (2016)
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Investigating affordance of opportunity for young children’s language interactions in a nursery setting: How can small group talk act as a forum for language learning?
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In: Journal of Early Childhood Research , 14 (4) pp. 351-369. (2016) (2016)
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Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders.
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In: Int J Lang Commun Disord , 50 (1) pp. 84-93. (2015) (2015)
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Measurement issues: Assessing language skills in young children
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In: Child and Adolescent Mental Health , 20 (2) pp. 116-125. (2015) (2015)
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| 5 |
Event narratives in 11-14 year olds with autistic spectrum disorder
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In: International Journal of Language & Communication Disorders , 48 (5) pp. 522-533. (2013) (2013)
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The impact of sound-field systems on learning and attention in elementary school classrooms.
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In: J Speech Lang Hear Res , 55 (4) pp. 1163-1176. (2012) (2012)
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Abstract:
PURPOSE: The authors evaluated the installation and use of sound-field systems to investigate the impact of these systems on teaching and learning in elementary school classrooms. Methods The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers, and experimental testing of students with and without the use of sound-field systems. In this article, the authors report students' perceptions of classroom environments and objective data evaluating change in performance on cognitive and academic assessments with amplification over a 6-month period. RESULTS: Teachers were positive about the use of sound-field systems in improving children's listening and attention to verbal instructions. Over time, students in amplified classrooms did not differ from those in nonamplified classrooms in their reports of listening conditions, nor did their performance differ in measures of numeracy, reading, or spelling. Use of sound-field systems in the classrooms resulted in significantly larger gains in performance in the number of correct items on the nonverbal measure of speed of processing and the measure of listening comprehension. Analysis controlling for classroom acoustics indicated that students' listening comprehension scores improved significantly in amplified classrooms with poorer acoustics but not in amplified classrooms with better acoustics. CONCLUSIONS: Both teacher ratings and student performance on standardized tests indicated that sound-field systems improved performance on children's understanding of spoken language. However, academic attainments showed no benefits from the use of sound-field systems. Classroom acoustics were a significant factor influencing the efficacy of sound-field systems; children in classes with poorer acoustics benefited in listening comprehension, whereas there was no additional benefit for children in classrooms with better acoustics.
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Keyword:
Acoustics; Amplifiers; Attention; Child; Cognition; Comprehension; Data Collection; Electronic; Environment Design; Faculty; Follow-Up Studies; Humans; Learning; Noise; Preschool; Reading; Schools; Speech Perception; Surveys and Questionnaires
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URL: http://discovery.ucl.ac.uk/1486818/
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| 7 |
Non-word repetition in adolescents with specific language impairment (SLI).
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In: Int J Lang Commun Disord , 47 (3) pp. 257-273. (2012) (2012)
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| 8 |
Supporting early oral language skills for English language learners in inner city preschool provision
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In: British Journal of Educational Psychology , 80 (4) pp. 497-515. (2010) (2010)
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| 9 |
Voices of young people with a history of specific language impairment (SLI) in the first year of post-16 education.
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In: Int J Lang Commun Disord , 44 (1) pp. 56-78. (2009) (2009)
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| 10 |
Speech Transmission Index criteria for open plan classrooms in British primary schools
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In: In: (pp. pp. 1866-1874). (2009) (2009)
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| 11 |
Vulnerability to bullying in children with a history of specific speech and language difficulties
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In: European Journal of Special Needs Education , 23 (1) pp. 1-16. (2008) (2008)
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| 12 |
Unconventional word segmentation in Brazilian children's early text production
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In: Reading and Writing , 20 (8) pp. 815-831. (2007) (2007)
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| 13 |
Language profiles and naming in children with word finding difficulties.
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In: Folia Phoniatr Logop , 59 (6) pp. 318-323. (2007) (2007)
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| 14 |
Children's acquisition of science terms: Simple exposure is insufficient
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In: Learning and Instruction , 17 (6) pp. 577-594. (2007) (2007)
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| 15 |
Longitudinal patterns of behaviour problems in children with specific speech and language difficulties: child and contextual factors.
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In: Br J Educ Psychol , 77 (Pt 4) pp. 811-828. (2007) (2007)
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| 16 |
Intervention for verb argument structure in children with persistent SLI: A Randomized control trial
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In: J SPEECH LANG HEAR R , 50 (5) 1330 - 1349. (2007) (2007)
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| 17 |
Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers.
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In: Int J Lang Commun Disord , 41 (4) pp. 423-440. (2006) (2006)
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| 18 |
Children's naming and word-finding difficulties: descriptions and explanations.
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In: J Speech Lang Hear Res , 49 (2) pp. 309-324. (2006) (2006)
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| 19 |
Speeded naming, frequency and the development of the lexicon in Williams syndrome
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In: Language and Cognitive Processes , 21 (6) 721 - 759. (2006) (2006)
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| 20 |
Early Years Centres for pre-school children with primary language difficulties: what do they cost, and are they cost-effective?
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In: Int J Lang Commun Disord , 41 (1) pp. 67-81. (2006) (2006)
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