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Memory for word learning by children with DLD (Gordon et al., 2021) ...
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Memory for word learning by children with DLD (Gordon et al., 2021) ...
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Memory for word learning by children with DLD (Gordon et al., 2021) ...
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The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
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Using Developmental Norms for Speech Sounds as a Means of Determining Treatment Eligibility in Schools
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Clinical Forum Prologue: Speech Sound Disorders in Schools: Who Qualifies?
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Word Learning by Preschool-Age Children with Developmental Language Disorder: Impaired Encoding and Robust Consolidation during Slow Mapping
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The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
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Using programs for language sample analysis (Pezold et al., 2019) ...
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Using programs for language sample analysis (Pezold et al., 2019) ...
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The Complexity Approach to Phonological Treatment: How to Select Treatment Targets
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Misarticulations and word identification (Krueger et al., 2018) ...
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Misarticulations and word identification (Krueger et al., 2018) ...
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The Influence of Misarticulations on Children's Word Identification and Processing
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Applying item-response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation-2
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Abstract:
PURPOSE: Item Response Theory (IRT) is a psychometric approach to measurement that uses latent trait abilities (e.g., speech sound production skills) to model performance on individual items that vary by difficulty and discrimination. An IRT analysis was applied to preschooler’s productions of the words on the Goldman-Fristoe Test of Articulation-2 (GFTA-2) to identify candidates for a screening measure of speech sound production skills. METHOD: The phoneme accuracies from 154 preschoolers, with speech skills on the GFTA-2 ranging from the 1st to above the 90th percentile, were analyzed with a two-parameter logistic model. RESULTS: A total of 108 of the 232 phonemes from stimuli in the sounds-in-words subtest fit the IRT model. These phonemes, and subgroups of the most difficult of these phonemes, correlated significantly with the children’s overall percentile scores on the GFTA-2. Regression equations calculated for the five and ten most difficult phonemes predicted overall percentile score at levels commensurate with other screening measures. CONCLUSIONS: These results suggest that speech production accuracy can be screened effectively with a small number of sounds. They motivate further research towards the development of a screening measure of children’s speech sound production skills whose stimuli consist of a limited number of difficult phonemes.
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URL: http://hdl.handle.net/1808/25946 https://doi.org/10.1044/2017_JSLHR-L-16-0392
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