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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 – 9 of 9 1 Alternative Receptive Language Assessment Modalities and Stimuli for Children with ASD who are Minimally Verbal Muller, Kristen Elizabeth. - : University of Kansas, 2019 BASE Show details 2 Impact of Alternative & Augmentative Communication on the Utterance Length of Children with Limited Oral Language DeBarthe, Gina Marie. - : University of Kansas, 2017 BASE Show details 3 Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment Fierro, Veronica. - : University of Kansas, 2017 BASE Show details 4 Word Learning in Children with Specific Language Impairment: Influence of Child and Word Characteristics Pezold, Mollee. - : University of Kansas, 2017 Abstract: Children with specific language impairment (SLI) have significantly poorer word learning ability than their same-age peers. It is not clear exactly where in the process of learning a new word these children struggle, but literature from experimental studies suggests that children’s abilities in other areas and characteristics of the words themselves play a role. This study examined the influence of child characteristics (fast-mapping ability, phonological working memory, semantics, and language ability) and word characteristics (phonotactic probability, neighborhood density, and part of speech) on word learning outcomes in a clinical trial. Thirteen kindergarten children with SLI were taught vocabulary words through an interactive book reading treatment. Results showed that children who performed better on tasks of fast mapping and answering questions after listening to a short story generally learned more words following the treatment. Words from sparser phonological neighborhoods were generally learned by more children. Possible modifications to the treatment based on these findings are discussed. Keyword: developmental language disorder; interactive book reading; specific language impairment; Speech therapy; vocabulary; word learning URL: http://hdl.handle.net/1808/25823 http://dissertations.umi.com/ku:15206 BASE Hide details 5 Effects of Neighborhood Density and Noise on Children's Word Learning Han, Min Kyung. - : University of Kansas, 2014 BASE Show details 6 A Look at Employment for Adults Who Use Augmentative and Alternative Communication Muller, Kristen Elizabeth. - : University of Kansas, 2014 BASE Show details 7 Towards Text-based Augmentative Communication in Individuals with Intellectual Disabilities and Difficult-to-Understand Speech Naylor, Anna Catherine. - : University of Kansas, 2013 BASE Show details 8 Teaching Children with Autism, Strategies for Initiating Positive Interactions and Improving Learning Opportunities Brady, Nancy C In: Topics in language disorders. - Hagerstown, Md. : Lippincott Williams & Wilkins 17 (1996) 1, 82 OLC Linguistik Show details 9 Initiation and Repair of Intentional Communication Acts by Adults With Severe to Profound Cognitive Disabilities Brady, Nancy C; McLean, James E; McLean, Lee K... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 38 (1995) 6, 1334-1348 OLC Linguistik Show details

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