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Language Intervention Practices with School-Age Children with Spoken Language Disorders: A Systematic Review.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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65 |
Noun Phrase Elaboration in Children’s Spoken Stories.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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66 |
The Efficacy of Fast ForWord-Language Intervention in School-Age Children with Language Impairment: A Randomized Clinical Trial.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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67 |
Attention and Memory in Child Language Disorders
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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70 |
Retelling a Script-Based Story: Do Children with and without Language Impairments Focus on Script and Story Elements?
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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71 |
Consulting the Evidence to Provide Treatment for a Preschooler with Moderate-to-Severe Speech Disorders Who Has Not Responded Well to Previous Treatment
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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72 |
The Role of Clinical Judgments of Modifiabilityin the Diagnosis of Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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77 |
The Index Of Narrative Microstructure: A Clinical Tool For Analyzing School-Age Children's Narrative Performances
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78 |
Language learning and language change in children with specific language impairment who speak African American English
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Abstract:
The nature of dialect use and dialect change was investigated in children with specific language impairment (SLI) who speak African American English (AAE). Participants ranging in age from 6; 11 (years; months) to 8; 11 (mean age = 7; 6) were assigned to one of four treatment conditions: Individual Language Intervention (ILI), Computer-Assisted Language Intervention (CALI), Fast ForWord-Language (FFWL), or Academic Enrichment (AE). Changes in type, frequency, and grammatical use of AAE dialect features were analyzed over time (pre-intervention, post-intervention and six months post-intervention) via contextual analysis and measures of dialect density. Contextual analysis indicated that this group of AAE speakers with language impairment demonstrated a varied repertoire of dialect patterns. The grammaticality of AAE features was highly variable across time. There were no statistically significant differences in measures of dialectal density, grammaticality, or in standardized test scores for the four experimental groups. Intervention in mainstream English did not have an effect on dialect use in this sample of AAE speakers with SLI. ; Communication Sciences and Disorders
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Keyword:
Black English--United States; English language--Dialects--United States; Language and languages--Study and teaching--United States; Specific language impairment in children--United States
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URL: http://hdl.handle.net/2152/2501
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79 |
The relationships between working memory, language, and phonological processing: evidence from cross-language transfer in bilinguals
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80 |
Making Evidence-Based Decisions about Child Language Intervention in Schools.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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