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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 – 16 of 16 1 A comparison of explicit and implicit interventions to teach a novel grammatical marking to children with language impairment Finestack, Lizbeth H.. - : University of Kansas, 2021 Abstract: Dissertation (Ph.D.)--University of Kansas, Speech-Language-Hearing: Science Disorders, 2007. ; Purpose. Most first language intervention approaches rely on implicit techniques to teach problematic language forms to children with language impairment. That is, learners are not made conscious of the patterns guiding language forms at any stage of the intervention process. The language gains made by children using these implicit approaches are modest and require many treatment sessions over a long period of time. Related disciplines, such as second language learning and word reading instruction, have found that explicit instructional approaches in which language patterns are directly presented to learners are more beneficial than implicit approaches similar to those used in child language interventions. This study directly compares the efficacy of explicit and implicit techniques when teaching a novel grammatical marking to children with specific language impairment. Method. Thirty-two 6-, 7-, and 8-year old children with specific language impairment were randomly assigned to either an implicit or explicit treatment group. Each participant completed four teaching sessions to learn a novel gender agreement morpheme. Participants in the Explicit Group were presented with models of the novel marking plus the rule guiding the form. Participants in the Implicit Group received only models of the novel form. Learning was assessed in three different production probes given during each treatment session. Results. Significantly more participants in the Explicit Group than the Implicit Group acquired the novel morpheme based on a Teaching Probe and a Generalization Probe (both ps = 0.03, Φs = 0.44 and 0.45, respectively). On a Maintenance Probe a greater number of participants in the Explicit Group acquired the novel morpheme compared to the Implicit Group; however, this difference was marginally significant ( p = 0.05, Φ = 0.41). Conclusions. A clear advantage was identified for the explicit language teaching approach over the implicit approach in this study. However, there were several limitations to this advantage because treatment gains varied across participants, testing contexts, and sessions. Future studies should continue to examine the efficacy of explicit techniques for children with language impairment when targeting true grammatical morphemes with focus on the generalization of the targeted forms and long-term learning effects. Keyword: Children; Grammatical marking; Health and environmental sciences; Language impairment; Language interventions URL: http://hdl.handle.net/1808/32000 BASE Hide details 2 Using Computerized Language Analysis to Evaluate Grammatical Skills Finestack, Lizbeth H.; Rohwer, Bobbi; Hilliard, Lisa... In: Lang Speech Hear Serv Sch (2020) BASE Show details 3 Linguistic Maze Production by Children and Adolescents With Attention-Deficit/Hyperactivity Disorder Bangert, Katherine J.; Finestack, Lizbeth H. In: J Speech Lang Hear Res (2020) BASE Show details 4 Evaluation of an Explicit Instructional Approach to Teach Grammatical Forms to Children With Low-Symptom Severity Autism Spectrum Disorder Bangert, Katherine J.; Halverson, Danneka M.; Finestack, Lizbeth H.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 5 Reporting Child Language Sampling Procedures Finestack, Lizbeth H.; Payesteh, Bita; Disher, Jill Rentmeester. - 2014 BASE Show details 6 Discriminating Down Syndrome and Fragile X Syndrome based on language ability* Finestack, Lizbeth H.; Sterling, Audra M.; Abbeduto, Leonard. - 2013 BASE Show details 7 Discriminating Down Syndrome and Fragile X Syndrome based on language ability* FINESTACK, LIZBETH H.; STERLING, AUDRA M.; ABBEDUTO, LEONARD... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2012) 1, 244-265 OLC Linguistik Show details 8 A preliminary evaluation of Fast ForWorld-Language as an adjuvant treatment in language intervention Fey, Marc E.; Finestack, Lizbeth H.; Gajewski, Byron J.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 53 (2010) 2, 430-449 BLLDB Show details 9 The handbook of child language disorders Edwards, Jan; Fletcher, Paul; Hook, Pamela E.. - New York : Psychology Press, 2009 BLLDB UB Frankfurt Linguistik Show details 10 Language development in individuals with fragile X syndrome Abbeduto, Leonard; Finestack, Lizbeth H.; Richmond, Erica K. In: Language, literacy, and genetic syndromes. - Hagerstown, Md. : Lippincott Williams & Wilkins (2009), 133-148 BLLDB OLC Linguistik Show details 11 Language Development in Individuals with Fragile X Syndrome Finestack, Lizbeth H.; Richmond, Erica K.; Abbeduto, Leonard. - 2009 BASE Show details 12 N400 responses of children with primary language disorder: intervention effects Popescu, Mihai; Fey, Marc E.; Lewine, Jeffrey D.. - 2009 BASE Show details 13 A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching Finestack, Lizbeth H.; Fey, Marc E.; Warren, Steven F.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 51 (2008) 2, 451-470 BLLDB OLC Linguistik Show details 14 Research and development in child language intervention : a five-phase model Fey, M.E.; Finestack, Lizbeth H. In: The handbook of child language disorders (New York, 2008), p. 513-531 MPI für Psycholinguistik Show details 15 Early effects of responsivity education-prelinguistic milieu teaching for children with developmental delays and their parents Bredin-Oja, Shelley L.; Fairchild, Martha; Fey, Marc E.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 3, 526-547 BLLDB OLC Linguistik Show details 16 Pronominal reference skills of second and fourth grade children with language impairment Catts, Hugh W.; Fey, Marc E.; Finestack, Lizbeth H. In: Journal of communication disorders. - New York, NY : Elsevier 39 (2006) 3, 232-248 BLLDB OLC Linguistik Show details

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