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Language, Speech, and Hearing Services in Schools

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https://www.readbyqxmd.com/read/29131888/exemplar-variability-facilitates-retention-of-word-learning-by-children-with-specific-language-impairment
#1
Jessica M Aguilar, Elena Plante, Michelle Sandoval
Purpose: Variability in the input plays an important role in language learning. The current study examined the role of object variability for new word learning by preschoolers with specific language impairment (SLI). Method: Eighteen 4- and 5-year-old children with SLI were taught 8 new words in 3 short activities over the course of 3 sessions. Half of the children saw 3 identical objects corresponding to each new word during training (No Variability group); the other half of the children saw 3 different objects corresponding to each new word during training (High Variability group)...
November 13, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29121152/diagnostic-accuracy-of-traditional-measures-of-phonological-ability-for-bilingual-preschoolers-and-kindergarteners
#2
Leah Fabiano-Smith, Katherine Hoffman
Purpose: Bilingual children whose phonological skills are evaluated using measures designed for monolingual English speakers are at risk for misdiagnosis of speech sound disorders (De Lamo White & Jin, 2011). Method: Forty-four children participated in this study: 15 typically developing monolingual English speakers, 7 monolingual English speakers with phonological disorders, 14 typically developing bilingual Spanish-English speakers, and 8 bilingual children with phonological disorders...
November 9, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28973172/emergent-literacy-skills-in-preschool-children-with-hearing-loss-who-use-spoken-language-initial-findings-from-the-early-language-and-literacy-acquisition-ella-study
#3
Krystal L Werfel
Purpose: The purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period. Method: Participants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups...
September 22, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28973102/how-african-american-english-speaking-first-graders-segment-and-rhyme-words-and-nonwords-with-final-consonant-clusters
#4
Amy J Shollenbarger, Gregory C Robinson, Valentina Taran, Seo-Eun Choi
Purpose: This study explored how typically developing 1st grade African American English (AAE) speakers differ from mainstream American English (MAE) speakers in the completion of 2 common phonological awareness tasks (rhyming and phoneme segmentation) when the stimulus items were consonant-vowel-consonant-consonant (CVCC) words and nonwords. Method: Forty-nine 1st graders met criteria for 2 dialect groups: AAE and MAE. Three conditions were tested in each rhyme and segmentation task: Real Words No Model, Real Words With a Model, and Nonwords With a Model...
September 22, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28973154/the-oral-narrative-comprehension-and-production-abilities-of-verbal-preschoolers-on-the-autism-spectrum
#5
Marleen F Westerveld, Jacqueline M A Roberts
Purpose: This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Method: Twenty-nine preschool-age children (aged 4;0-5;9 years;months) with autism, who obtained an age-equivalent score of at least 36 months on the expressive communication subscale of the Vineland Adaptive Behavior Scales-Second Edition (Sparrow, Cicchetti, & Balla, 2005), participated...
September 21, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28915514/developmental-stuttering-in-children-who-are-hard-of-hearing
#6
Richard M Arenas, Elizabeth A Walker, Jacob J Oleson
Purpose: A number of studies with large sample sizes have reported lower prevalence of stuttering in children with significant hearing loss compared to children without hearing loss. This study used a parent questionnaire to investigate the characteristics of stuttering (e.g., incidence, prevalence, and age of onset) in children who are hard of hearing (CHH). Method: Three hundred three parents of CHH who participated in the Outcomes of Children With Hearing Loss study (Moeller & Tomblin, 2015) were sent questionnaires asking about their child's history of stuttering...
September 15, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28983566/language-speech-and-hearing-services-in-schools-a-journal-of-research-and-practice-affecting-educational-settings
#7
(no author information available yet)
No abstract text is available yet for this article.
October 5, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/28821019/stimulus-characteristics-of-single-word-tests-of-children-s-speech-sound-production
#8
Toby Macrae
Purpose: This clinical focus article provides readers with a description of the stimulus characteristics of 12 popular tests of speech sound production. Method: Using significance testing and descriptive analyses, stimulus items were compared in terms of the number of opportunities for production of all consonant singletons, clusters, and rhotic and nonrhotic vowels of Standard American English; phonetic/phonological and structural complexity; and the presence of bound morphemes...
August 18, 2017: Language, Speech, and Hearing Services in Schools
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
#9
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
#10
(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
#11
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
#12
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
#13
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
#14
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
#15
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
#16
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
#17
RANDOMIZED CONTROLLED TRIAL
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
#18
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
#19
REVIEW
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
#20
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
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