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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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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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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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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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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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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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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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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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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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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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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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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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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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Abstract:
BACKGROUND: Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate provision, whether the tradition of language units or full inclusion into mainstream schools. AIMS: To gather the views of speech and language therapy service managers in England and Wales regarding approaches to service delivery, terminology and decision-making for educational provision, and the use of direct and indirect (consultancy) models of intervention. METHOD AND PROCEDURES: The study reports on a national survey of speech and language therapy (SLT) services in England and Wales (129 respondents, 72.1% response rate) and interviews with 39 SLT service managers. OUTCOMES AND RESULTS: Provision varied by age group with support to children in the mainstream common from pre-school to the end of Key Stage 2 (up to 11 years), and to those in designated specialist provision, common at Key Stages 1/2 (ages 5-11 years), but less prevalent at Key Stages 3/4 (11-16 years). Decision-making regarding provision was influenced by the lack of common terminology, with SSLD and specific language impairment (SLI) the most common, and criteria, including the use of the discrepancy model for defining SSLD. Practice was influenced by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder, and difficulties translating policies into practice. CONCLUSIONS: The implications of the study are discussed with reference to SLT practice, including consultancy models, and the increasingly prevalent policy in local education authorities of inclusion of children with special educational needs.
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Keyword:
Attitude of Health Personnel; Child; Education; Humans; Language Development Disorders; Language Disorders; Language Therapy; Mainstreaming (Education); Special; Speech Disorders; Speech Therapy; Speech-Language Pathology
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URL: http://discovery.ucl.ac.uk/1486806/
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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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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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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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