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Elements in phonological intervention : a comparison of three approaches using the phonological intervention taxonomy
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Realisation of grammatical morphemes by children with phonological impairment
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Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy
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In: ETSU Faculty Works (2018)
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Elements of phonological interventions for children with speech sound disorders : the development of a taxonomy
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Digital tools to support children's speech and language skill
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Preschool children's communication, motor and social development : parents' and educators' concerns
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Tutorial : Assessment and analysis of polysyllables in young children
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Pacifiers, thumb sucking, breastfeeding, and bottle use : oral sucking habits of children with and without phonological impairment
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Children's Speech: an Evidence-Based Approach to Assessment and Intervention
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Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties
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Polysyllable speech accuracy and predictors of later literacy development in preschool children with speech sound disorders
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Tutorial : Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist
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Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings
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Implementation fidelity of a computer-assisted intervention for children with speech sound disorders
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Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders
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Abstract:
Children’s polysyllables were investigated for changes in (1) consonant and vowel accuracy, (2) error frequency and (3) polysyllable maturity over time. Participants were 80 children (4;0-5;4) with phonologically-based speech sound disorders who participated in the Sound Start Study and completed the Polysyllable Preschool Test (Baker, 2013) three times. Polysyllable errors were categorised using the Word-level Analysis of Polysyllables (WAP, Masso, 2016a) and the Framework of Polysyllable Maturity (Framework, Masso, 2016b), which represents five maturity levels (Levels A-E). Participants demonstrated increased polysyllable accuracy over time as measured by consonant and vowel accuracy, and error frequency. Children in Level A, the lowest level of maturity, had frequent deletion errors, alterations of phonotactics and alterations of timing. Participants in Level B were 8.62 times more likely to improve than children in Level A at Time 1. Children who present with frequent deletion errors may be less likely to improve their polysyllable accuracy.
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Keyword:
evaluation; phonetics; preschool children; speech; speech disorders; XXXXXX - Unknown
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URL: https://hdl.handle.net/1959.7/uws:55295 https://doi.org/10.1080/02699206.2017.1305450
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Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders
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Polysyllable productions in preschool children with speech sound disorders : error categories and the framework of polysyllable maturity
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Identifying phonological awareness difficulties in preschool children with speech sound disorders
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Speech-language pathologists' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders
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International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper
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