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Language, Speech, and Hearing Services in Schools

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https://www.readbyqxmd.com/read/28800371/population-estimates-health-care-characteristics-and-material-hardship-experiences-of-u-s-children-with-parent-reported-speech-language-difficulties-evidence-from-three-nationally-representative-surveys
#1
Rajan A Sonik, Susan L Parish, Ilhom Akorbirshoev, Esther Son, Eliana Rosenthal
Purpose: To provide estimates for the prevalence of parent-reported speech-language difficulties in U.S. children, and to describe the levels of health care access and material hardship in this population. Method: We tabulated descriptive and bivariate statistics using cross-sectional data from the 2007 and 2011/2012 iterations of the National Survey of Children's Health, the 2005/2006 and 2009/2010 iterations of the National Survey of Children with Special Health Care Needs, and the 2004 and 2008 panels of the Survey of Income and Program Participation...
August 11, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28746945/language-speech-and-hearing-services-in-schools-a-journal-of-research-and-practice-affecting-educational-settings
#2
(no author information available yet)
No abstract text is available yet for this article.
July 26, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28738412/sampling-utterances-and-grammatical-analysis-revised-sugar-new-normative-values-for-language-sample-analysis-measures
#3
Stacey L Pavelko, Robert E Owens
Purpose: The purpose of this study was to document whether mean length of utterance (MLUS), total number of words (TNW), clauses per sentence (CPS), and/or words per sentence (WPS) demonstrated age-related changes in children with typical language and to document the average time to collect, transcribe, and analyze conversational language samples. Method: Participants were 385 typically developing children (ages 3;0-7;11 [years;months]), with a final sample size of 270 participants (133 males and 137 females)...
July 26, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28732097/resources-for-lshss-authors
#4
Shelley Gray
In this article, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools (LSHSS) highlights key resources for authors wishing to publish their work in LSHSS.
July 26, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28724145/tense-marking-in-the-english-narrative-retells-of-dual-language-preschoolers
#5
Svenja Gusewski, Raúl Rojas
Purpose: This longitudinal study investigated the emergence of English tense marking in young (Spanish-English) dual language learners (DLLs) over 4 consecutive academic semesters, addressing the need for longitudinal data on typical acquisition trajectories of English in DLL preschoolers. Method: Language sample analysis was conducted on 139 English narrative retells elicited from 39 preschool-age (Spanish-English) DLLs (range = 39-65 months). Growth curve models captured within- and between-individual change in tense-marking accuracy over time...
July 26, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28715549/language-assessment-with-children-who-speak-nonmainstream-dialects-examining-the-effects-of-scoring-modifications-in-norm-referenced-assessment
#6
Alison Eisel Hendricks, Suzanne M Adlof
Purpose: We compared outcomes from 2 measures of language ability in children who displayed a range of dialect variation: 1 using features that do not contrast between mainstream American English (MAE) and nonmainstream dialects (NMAE), and 1 using contrastive features. We investigated how modified scoring procedures affected the diagnostic accuracy of the measure with contrastive features. Method: Second-grade students (N = 299; 167 White, 106 African American, 26 other) completed measures of language variation and ability (the Diagnostic Evaluation of Language Variation-Screening Test and the Clinical Evaluation of Language Fundamentals-Fourth Edition [CELF-4])...
July 26, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28679000/english-verb-accuracy-of-bilingual-cantonese-english-preschoolers
#7
Stefano Rezzonico, Ahuva Goldberg, Trelani Milburn, Adriana Belletti, Luigi Girolametto
Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included 47 Cantonese-English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English...
July 26, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28630972/using-the-international-classification-of-functioning-disability-and-health-in-assessment-and-intervention-of-school-aged-children-with-language-impairments
#8
Carol Westby, Karla N Washington
Purpose: The aim of this tutorial is to support speech-language pathologists' (SLPs') application of the International Classification of Functioning, Disability and Health (ICF) in assessment and treatment practices with children with language impairment. Method: This tutorial reviews the framework of the ICF, describes the implications of the ICF for SLPs, distinguishes between students' capacity to perform a skill in a structured context and the actual performance of that skill in naturalistic contexts, and provides a case study of an elementary school child to demonstrate how the principles of the ICF can guide assessment and intervention...
July 26, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28419188/interactive-book-reading-to-accelerate-word-learning-by-kindergarten-children-with-specific-language-impairment-identifying-adequate-progress-and-successful-learning-patterns
#9
Holly L Storkel, Rouzana Komesidou, Kandace K Fleming, Rebecca Swinburne Romine
Purpose: The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method: Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28395360/epilogue-reading-comprehension-is-not-a-single-ability-implications-for-assessment-and-instruction
#10
Alan G Kamhi, Hugh W Catts
Purpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28395358/beyond-comprehension-strategy-instruction-what-s-next
#11
Amy M Elleman, Donald L Compton
Purpose: In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. Method: We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. Results: We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28395356/introduction-to-the-clinical-forum-reading-comprehension-is-not-a-single-ability
#12
Shelley Gray
In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28395304/commentary-on-reading-comprehension-is-not-a-single-ability-implications-for-child-language-intervention
#13
Teresa A Ukrainetz
Purpose: This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity. Method: Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28395303/prologue-reading-comprehension-is-not-a-single-ability
#14
Hugh W Catts, Alan G Kamhi
Purpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28395296/an-interactive-view-of-reading-comprehension-implications-for-assessment
#15
Karen K Wixson
Purpose: This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment. Method: It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors. Result: Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28395295/comprehending-comprehension-selected-possibilities-for-clinical-practice-within-a-multidimensional-model
#16
Geraldine P Wallach, Alaine Ocampo
Purpose: In this discussion as part of a response to Catts and Kamhi's "Prologue: Reading Comprehension Is Not a Single Activity" (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension. Method: We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28384784/reading-comprehension-deficits-in-adolescents-addressing-underlying-language-abilities
#17
Marilyn A Nippold
Purpose: The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., "Find the main idea") are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed. Method: Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents...
April 20, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28114681/assessment-with-children-who-need-augmentative-and-alternative-communication-aac-clinical-decisions-of-aac-specialists
#18
Shelley K Lund, Wendy Quach, Kristy Weissling, Miechelle McKelvey, Aimee Dietz
Purpose: The purpose of this study was to explore how speech-language pathologists (SLPs) who are augmentative and alternative communication (AAC) specialists approach the assessment process for 2 case studies, 1 child with cerebral palsy and 1 with autism spectrum disorder. The aim of the study was to answer the following questions: (a) How do clinicians with expertise approach the AAC assessment process for children with developmental disabilities? (b) Can any initial hypothesis be drawn about how SLPs approach the assessment of children with motor versus social interactive deficits? Method: This study used a phenomenological qualitative design...
January 1, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28055056/synthesizing-information-from-language-samples-and-standardized-tests-in-school-age-bilingual-assessment
#19
Kerry Danahy Ebert, Giang Pham
Purpose: Although language samples and standardized tests are regularly used in assessment, few studies provide clinical guidance on how to synthesize information from these testing tools. This study extends previous work on the relations between tests and language samples to a new population-school-age bilingual speakers with primary language impairment-and considers the clinical implications for bilingual assessment. Method: Fifty-one bilingual children with primary language impairment completed narrative language samples and standardized language tests in English and Spanish...
January 1, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28036410/interactive-book-reading-to-accelerate-word-learning-by-kindergarten-children-with-specific-language-impairment-identifying-an-adequate-intensity-and-variation-in-treatment-response
#20
RANDOMIZED CONTROLLED TRIAL
Holly L Storkel, Krista Voelmle, Veronica Fierro, Kelsey Flake, Kandace K Fleming, Rebecca Swinburne Romine
Purpose: This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method: An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures...
January 1, 2017: Language, Speech, and Hearing Services in Schools
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