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Dynamic functional brain network connectivity during pseudoword processing relates to children’s reading skill
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| 2 |
Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Abstract:
Children with language disorder frequently experience difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational studies focus on the derivation of meaning within a literacy context. Little is known about whether the practices of speech and language therapists and teachers reflect these findings from the literature. The current paper reports on a survey which gathered information from speech and language therapists and mainstream secondary school teachers, about their current practice concerning vocabulary support for adolescents, aged 11–16, who have language disorder. An online questionnaire was distributed through teaching and speech and language therapy professional networks. The aim of the study was to establish which specific strategies were used in practice by speech and language therapists and mainstream secondary school teachers to teach vocabulary to adolescents with language disorder, and which strategies were the most effective. Responses were obtained from 127 speech and language therapists and 47 mainstream secondary school teachers in the UK. Speech and language therapists were more likely than mainstream secondary school teachers to teach phonological awareness and semantic feature analysis as strategies for developing vocabulary skills. Both professions used literacy-related strategies as well as strategies for independent word learning such as the derivation of meaning from morphology and context. Increased joint working and training opportunities would further develop the knowledge and skills of both mainstream secondary school teachers and speech and language therapists, enabling theoretically-grounded and relevant vocabulary support for this group of adolescents.
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Keyword:
LB Theory and practice of education; P Philology. Linguistics; R Medicine; RJ101 Child Health. Child health services
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URL: https://openaccess.city.ac.uk/id/eprint/27944/
https://openaccess.city.ac.uk/id/eprint/27944/1/02656590211064541.pdf
https://doi.org/10.1177/02656590211064541
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| 3 |
Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Family history of FXTAS is associated with age-related cognitive-linguistic decline among mothers with the FMR1 premutation.
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In: Journal of neurodevelopmental disorders, vol 14, iss 1 (2022)
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| 5 |
НАРУШЕНИЕ ПРАВИЛ РЕЧЕВОЙ КОММУНИКАЦИИ ПЕРСОНАЖА-РЕБЕНКА: ОРИГИНАЛ И ПЕРЕВОД ... : A CHILD CHARACTER'S VIOLATION OF COMMUNICATION RULES: ORIGINAL TEXT AND TRANSLATION ...
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A CHILD CHARACTER'S VIOLATION OF COMMUNICATION RULES: ORIGINAL TEXT AND TRANSLATION ... : НАРУШЕНИЕ ПРАВИЛ РЕЧЕВОЙ КОММУНИКАЦИИ ПЕРСОНАЖА-РЕБЕНКА: ОРИГИНАЛ И ПЕРЕВОД ...
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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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The Language Exposure Assessment Tool (DeAnda et al., 2016) ...
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It’s your turn: The dynamics of conversational turn-taking in father-child and mother-child interaction ...
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RCT assessing the effectiveness of Háblame Bebé (Larson et al., 2022) ...
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RCT assessing the effectiveness of Háblame Bebé (Larson et al., 2022) ...
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Continuity of Communication and Language Development (Määttä et al., 2016) ...
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Continuity of Communication and Language Development (Määttä et al., 2016) ...
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Sentence Comprehension Deficits of Specific Language Impairment (Montgomery et al., 2016) ...
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Reliability of short language samples (Wilder & Redmond, 2022) ...
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Sentence repetition as a clinical marker for Mandarin DLD (Wang et al., 2022) ...
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Vocabulary, diagnosis, and intervention in DHH infants/toddlers (Campbell & Bergelson, 2022) ...
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