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Findings of Impaired Hearing in Patients With Nonfluent/Agrammatic Variant Primary Progressive Aphasia.
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Impaired Interoceptive Accuracy in Semantic Variant Primary Progressive Aphasia
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Behavioural and neuroanatomical correlates of auditory speech analysis in primary progressive aphasias
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| 7 |
Teaching NeuroImages: Nonfluent variant primary progressive aphasia A distinctive clinico-anatomical syndrome
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| 8 |
Processing emotion from abstract art in frontotemporal lobar degeneration
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In: Neuropsychologia , 81 pp. 245-254. (2016) (2016)
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| 9 |
Hearing and dementia.
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In: Journal of Neurology (2016) (2016)
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| 10 |
Binary reversals in primary progressive aphasia
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In: Cortex , 82 pp. 287-289. (2016) (2016)
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| 11 |
Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices
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In: Research in Developmental Disabilities , 59 pp. 268-282. (2016) (2016)
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| 12 |
Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia
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In: International Journal of Disability, Development and Education , 63 (1) pp. 27-44. (2015) (2015)
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| 13 |
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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| 14 |
Sign-Supported English: is it effective at teaching vocabulary to young children with English as an Additional Language?
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In: Int J Lang Commun Disord , 50 (5) pp. 616-628. (2015) (2015)
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Abstract:
BACKGROUND: Children who are learning English as an Additional Language (EAL) may start school with smaller vocabularies than their monolingual peers. Given the links between vocabulary and academic achievement, it is important to evaluate interventions that are designed to support vocabulary learning in this group of children. AIMS: To evaluate an intervention, namely Sign-Supported English (SSE), which uses conventionalized manual gestures alongside spoken words to support the learning of English vocabulary by children with EAL. Specifically, the paper investigates whether SSE has a positive impact on Reception class children's vocabulary development over and above English-only input, as measured over a 6-month period. METHODS & PROCEDURES: A total of 104 children aged 4-5 years were recruited from two neighbouring schools in a borough of Outer London. A subset of 66 had EAL. In one school, the teachers used SSE, and in the other school they did not. Pupils in each school were tested at two time points (the beginning of terms 1 and 3) using three different assessments of vocabulary. Classroom-based observations of the teachers' and pupils' manual communication were also carried out. OUTCOMES & RESULTS: Results of the vocabulary assessments revealed that using SSE had no effect on how well children with EAL learnt English vocabulary: EAL pupils from the SSE school did not learn more words than EAL pupils at the comparison school. SSE was used in almost half of the teachers' observations in the SSE school, while spontaneous gestures were used with similar frequency by teachers in the comparison school. CONCLUSIONS & IMPLICATIONS: There are alternative explanations for the results. The first is that the use of signs alongside spoken English does not help EAL children of this age to learn words. Alternatively, SSE does have an effect, but we were unable to detect it because (1) teachers in the comparison school used very rich natural gesture and/or (2) teachers in the SSE school did not know enough BSL and this inhibited their use of spontaneous gesture. Explanations (1) and (2) might mean that the potential benefits of spontaneous gesture in the input to the children in the comparison school matched any potential benefits of SSE. We suggest that studying early years professionals' spontaneous use of gesture, and how their gesture supports the language learning of all children in their class, would be fruitful areas of research for the future.
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URL: http://discovery.ucl.ac.uk/1487272/
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| 15 |
Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
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In: JOURNAL OF CHILD LANGUAGE , 40 (1) pp. 193-220. (2013) (2013)
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| 16 |
Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model.
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In: Brain , 136 (Pt 2) pp. 630-645. (2013) (2013)
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| 17 |
Neural Correlates of Sublexical Processing in Phonological Working Memory
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In: J COGNITIVE NEUROSCI , 23 (4) 961 - 977. (2011) (2011)
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| 18 |
Identifying specific language impairment in deaf children acquiring British Sign Language: Implications for theory and practice
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In: British Journal of Developmental Psychology , 28 (1) 33 - 49. (2010) (2010)
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| 19 |
Building an Assessment Use Argument for sign language: the BSL Nonsense Sign Repetition Test
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In: INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM , 13 (2) pp. 243-258. (2010) (2010)
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| 20 |
The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia
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In: INT J LANG COMM DIS , 44 (4) pp. 466-488. (2009) (2009)
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