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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 Page: 1 2 3 4 5...24 Hits 1 – 20 of 468 1 A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário Folgado, Joana Filipa De Aranha Martins. - 2022 BASE Show details 2 Diversity of Child and Family Characteristics of Children with Hearing Loss in Family-Centered Early Intervention in The Netherlands Rosanne B. van der Zee; Evelien Dirks In: Journal of Clinical Medicine; Volume 11; Issue 8; Pages: 2074 (2022) BASE Show details 3 Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers Frid, Bailey In: Electronic Thesis and Dissertation Repository (2022) BASE Show details 4 See and Say Sequence Language Strategy Handout Harrington, Emily, K.. - 2022 BASE Show details 5 Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review ... Gibson, Jenny L; Pritchard, Emma; De Lemos, Carmen. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 6 Oslo Early Education Study, study 1: Impact of a professional development intervention on child-language outcomes assessed after one year ... Bratlie, Siri. - : Open Science Framework, 2021 BASE Show details 7 Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ... null. - : Waxmann, 2021 BASE Show details 8 An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data Jones, Gabrielle In: Dissertations (2021) BASE Show details 9 Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen Cloos, Peter Hrsg.; Salisch, Maria von Hrsg.; Mähler, Claudia Hrsg.. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021) BASE Show details 10 A preliminary evaluation of a manualised intervention to improve early literacy skills in children with developmental language disorder Taylor, Anna Louise; Calder, Samuel D.; Pogorzelski, Simmone... In: Research outputs 2014 to 2021 (2021) BASE Show details 11 Mechanisms Underlying Values Affirmation Interventions: Data and Analysis Files ... Dowell, Nia; McKay, Timothy. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2021 BASE Show details 12 Mechanisms Underlying Values Affirmation Interventions: Data and Analysis Files ... Dowell, Nia; McKay, Timothy. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2021 BASE Show details 13 Response to Intervention 2 EasyCBM and AIMSweb Intervention Programs How They Relate to Student Growth Hopson, George T In: Electronic Theses and Dissertations (2021) BASE Show details 14 Dismantling Internet-Based Cognitive Behavioral Therapy for Tinnitus. The Contribution of Applied Relaxation: A Randomized Controlled Trial Beukes, Eldré W.; Andersson, Gerhard; Fagelson, Marc A.... In: ETSU Faculty Works (2021) BASE Show details 15 Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention Davis, Aleisha Claire. - : Sydney, Australia : Macquarie University, 2021 Abstract: Theoretical thesis. ; Bibliography: pages 204-232. ; Chapter 1. Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention -- Chapter 2. The problem with intervention -- Chapter 3. Intervention and training programs to improve the communication skills of children with hearing loss: a systematic review -- Chapter 4. Approaches to improving communication outcomes through intervention -- Chapter 5. A review of existing measures and considerations for development -- Chapter 6. Validity of the FLI® -- Chapter 7. Clinical feasibility and viability of the FLI® -- Chapter 8. Conclusions and considerations -- Chapter 9. Postscript: the development, commercialisation and broader application of the Functional Listening Index -- References -- Appendices. ; A growing number of studies have examined predictive factors to language outcomes for children with hearing loss (Ching, Dillon, Leigh, & Cupples, 2018; Geers & Sedey, 2011; Tomblin, Oleson, Ambrose, Walker, & Moeller, 2014). Findings from these studies have led to best practice position statements and universal shifts in clinical practice, including the introduction of newborn hearing screening, early access to appropriate audiological and educational intervention, and family-centered partnerships with integrated teams of professionals (Joint Committee on Infant Hearing, 2000, 2007, 2013). The level of evidence for effective intervention, therapy and training programs though, still needs to be understood (beyond the comparison of outcomes for children taught using different communication approaches). Data on the use of communication approaches in published studies suggests the majority of child participants (52% to 98%) use a spoken component or oral communication system (Ching, Dillon, et al., 2013b; Gallaudet Research Institute, 2011; Niparko et al., 2010; Percy-Smith et al., 2013; Watson, Archbold, & Nikolopoulos, 2006; Yoshinaga-Itano, Sedey, Wiggin, & Chung, 2017). Despite considerable investment in research, design and development of hearing devices and coding strategies (Scollie et al., 2010; Vandali & van Hoesel, 2011; Wilson & Dorman, 2008), it is difficult to accurately evaluate the effect of device fitting and audibility levels over time in young children. Although there is a wide range of auditory measures available, in practice there are limitations to their use. These include a lack of versatility across age ranges, limited incorporation of real-world skills, minimal detail of how sound is used at a cognitive level, and the lack of ability to visually track progress and provide next steps. How a child with hearing loss detects, uses, and processes linguistic input in their everyday settings, that is, their 'functional listening skills', is critical to understanding how well they are able to develop oral language. As such, the development of an outcome measure, the Functional Listening Index (FLI®) was considered. It was suggested that such a measure could track the acquisition of a child's listening skills over time and provide a trajectory of developing listening competency. This information could be used by parents and caregivers to inform and guide early decisions, enabling and empowering choices regarding their child's intervention. Similarly, such information could be used by professionals to monitor progress and optimise intervention through targeted listening, learning and language experiences in a child's early and critical developmental years. Tracking functional listening acquisition through a tool such as the FLI may have the potential to improve a child's language and communication outcomes through informed, timely decisions, and individually, appropriately targeted intervention -- abstract. ; Mode of access: Internet. ; 1 online resource (251 pages) graphs, diagrams Keyword: Children -- Language -- Testing; cochlear implants; communication; Deaf children -- Means of communication; early intervention management; functional listening; hearing aids; Hearing impaired children -- Means of communication; hearing loss; language; Language acquisition; Listening comprehension; outcomes; tracking progress URL: http://hdl.handle.net/1959.14/1282790 BASE Hide details 16 Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years Erica Neri; Leonardo De Pascalis; Francesca Agostini... In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 21 (2021) BASE Show details 17 Cognitive Intervention Strategies Directed to Speech and Language Deficits in Primary Progressive Aphasia: Practice-Based Evidence from 18 Cases Thais Helena Machado; Maria Teresa Carthery-Goulart; Aline Carvalho Campanha... In: Brain Sciences ; Volume 11 ; Issue 10 (2021) BASE Show details 18 Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder Irina Iuliu; Verónica Martínez In: Children ; Volume 8 ; Issue 11 (2021) BASE Show details 19 Enhanced Milieu Teaching with Phonological Emphasis: A Pilot Telepractice Parent Training Study for Toddlers with Clefts Kari M. Lien; Paige K. Ellis; Nancy J. Scherer... In: Children ; Volume 8 ; Issue 9 (2021) BASE Show details 20 Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities Céline Rocher Hahlin; Jonas Granfeldt In: Languages ; Volume 6 ; Issue 1 (2021) BASE Show details Page: 1 2 3 4 5...24

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