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1	“Song-advantage” or “Cost of Singing”? : A Research Synthesis of Classroom-based Intervention Studies Applying Lyrics-based Language Teaching (1972–2019)
	Werner, Valentin. - : Otto-Friedrich-Universität, 2021. : Bamberg, 2021
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2	“Song-advantage” or “Cost of Singing”? A Research Synthesis of Classroom-based Intervention Studies Applying Lyrics-based Language Teaching (1972–2019)
	Werner, Valentin. - : University of Central Lancashire, 2021. : Preston, 2021
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3	The impact of intervention dose form on oral language outcomes for children with developmental language disorder
	Murphy, Carol-Anne; Tolonen, Anna-Kaisa; McKean, Cristina; Frizelle, Pauline; Tulip, Josie; Saldana, David. - : American Speech-Language-Hearing Association, ASHA, 2021
	Abstract: Purpose: The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, dose form, have been examined for children with developmental language disorder (DLD)—in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to synthesize available evidence regarding qualitative and quantitative aspects of dosage. While quantitative aspects had been experimentally manipulated, the available evidence for dose form (tasks or activities within which teaching episodes are delivered) was less definitive. Despite this, the review uncovered insights of value to DLD research. Method: A preregistered systematic review (PROSPERO ID: CRD42017076663) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was completed. Included papers were quasi-experimental, randomized controlled trial, or cohort analytic studies, published in any language between January 2006 and May 2019; oral language interventions with vocabulary, morphosyntax, or phonology outcomes; and participants with DLD (M = 3–18 years). The intention was to include papers in which dose form was experimentally manipulated or statistically analyzed, while quantitative dosage aspects were controlled, such that definitive conclusions about optimal dose form could be drawn and gaps in the evidence identified. Results: Two hundred and twenty-four papers met the above inclusion criteria; 27 focused on dose form. No study controlled for all quantitative aspects of dosage such that we could effectively address our original research questions. Despite this, key points of learning emerged with implications for future research. Conclusions: There is tentative evidence of advantages for explicit over implicit instruction and of the benefits of variability in input, elicited production, and gestural and other visual supports. With careful design of dose form, there is potential to design more efficient interventions. Speech-language pathology research would benefit from an agreed taxonomy of dose form components and standardized reporting of intervention studies, to enable cross-study comparisons and a systematic accrual of knowledge to identify optimal dose form for clinical application.
	Keyword: Developmental language disorder (DLD); Dosage; Dose form; Intervention studies; Speech-language pathology research; Systematic reviews
	URL: https://doi.org/10.1044/2021_JSLHR-20-00734 http://hdl.handle.net/10468/11635
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4	Radio als Hör-Spiel-Raum: Medienreflexion - Störung - Künstlerische Intervention
	Wodianka, Bettina. - : transcript Verlag, 2020. : DEU, 2020. : Bielefeld, 2020
	In: 4 ; 432 (2020)
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5	Chomsky and Genocide
	Jones, Adam
	In: Genocide Studies and Prevention: An International Journal (2020)
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6	The fourth industrial revolution and labour market regulation in Singapore
	Waring, Peter; Bali, Azad; Vas, Chris. - : SAGE Publications, 2020
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7	Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.
	Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald...
	In: Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald; & Lederberg, Amy R. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American annals of the deaf, 163(5), 596 - 618. doi:10.1353/aad.2019.0005. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/672091kx (2019)
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8	The role of editorial intervention in ongoing language variation and change in South African and Australian English
	Law, Melanie Ann. - : Sydney, Australia : Macquarie University, 2019
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9	Caregiver Descriptions of Joint Activity Routines and Perceptions of Acceptability of a Caregiver Coaching Approach to Early Autism Spectrum Disorder Intervention in South Africa
	Ramseur II, Kevin Christopher. - 2018
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10	Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years. ...
	Green, Jonathan; Pickles, Andrew; Pasco, Greg. - : Apollo - University of Cambridge Repository, 2017
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11	Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years.
	British Autism Study of Infant Siblings (BASIS) Team; Charman, Tony; Jones, Emily. - : Wiley, 2017. : J Child Psychol Psychiatry, 2017
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12	Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial
	Nicholson, Jan M.; Cann, Warren; Matthews, Jan. - : BioMed Central, 2016
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13	Modelo de Resposta à Intervenção (RTI) para desenvolvimento das habilidades fonológicas com tutoria instrucional em contexto escolar: elaboração e controle de eficácia
	Fukuda, Maryse Tomoko Matsuzawa. - : Universidade Estadual Paulista (UNESP), 2016
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14	Programa de intervenção práxico-produtivo para crianças com transtorno fonológico ; Praxis-productive intervention program for children with phonological disorder
	Souza, Taísa Giannecchini Gonçalves de. - : Biblioteca Digital de Teses e Dissertações da USP, 2016. : Universidade de São Paulo, 2016. : Faculdade de Odontologia de Bauru, 2016
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15	Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.
	Beach, Kristen D; O'Connor, Rollanda E
	In: Journal of learning disabilities, vol 48, iss 2 (2015)
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16	Metaphor and agency in the English-Spanish translation of texts in the social sciences
	González, Jeffrey Marcelino. - : Monash University. Faculty of Arts. School of Languages, Cultures, Literatures and Linguistics / Literary and Cultural Studies, 2015
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17	Gewalt gegen Frauen mit Behinderungen: Studie und Tagung zu Lebenssituation und Belastungen von Frauen mit Beeinträchtigungen und Behinderungen in Deutschland - eine kritische Würdigung
	Bretländer, Bettina; Schildmann, Ulrike
	In: GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft ; 4 ; 3 ; 146-151 (2015)
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18	Dialect difference: Can awareness improve outcomes for struggling readers?
	Fletcher, J.; Everatt, J.; Belgrave, J.. - : University of Canterbury. School of Teacher Education, 2015
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19	Just War Theory and Presidential Discourse Prior to Conflict
	Fisher, Bradley M
	In: DTIC (2014)
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20	Caracterização do perfil comunicativo de crianças com distúrbios do espectro autístico com diferentes interlocutores
	Armonia, Aline Citino; Misquiatti, Andréa Regina Nunes. - : CEFAC Saúde e Educação, 2014
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