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Language, Speech, and Hearing Services in Schools

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https://www.readbyqxmd.com/read/29330555/performance-of-low-income-dual-language-learners-attending-english-only-schools-on-the-clinical-evaluation-of-language-fundamentals-fourth-edition-spanish
#1
Beatriz Barragan, Anny Castilla-Earls, Lourdes Martinez-Nieto, M Adelaida Restrepo, Shelley Gray
Purpose: The aim of this study was to examine the performance of a group of Spanish-speaking, dual language learners (DLLs) who were attending English-only schools and came from low-income and low-parental education backgrounds on the Clinical Evaluation of Language Fundamentals-Fourth Edition, Spanish (CELF-4S; Semel, Wiig, & Secord, 2006). Method: Spanish-speaking DLLs (N = 656), ages 5;0 (years;months) to 7;11, were tested for language impairment (LI) using the core language score of the CELF-4S and the English Structured Photographic Expressive Language Test (Dawson, Stout, & Eyer, 2003)...
January 12, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29282474/tutorial-assessment-and-analysis-of-polysyllables-in-young-children
#2
Sarah Masso, Sharynne McLeod, Elise Baker
Purpose: Polysyllables, words of 3 or more syllables, represent almost 30% of words used in American English. The purpose of this tutorial is to support speech-language pathologists' (SLPs') assessment and analysis of polysyllables, extending the focus of published assessment tools that focus on sampling and analyzing children's segmental accuracy and/or the presence of phonological error patterns. Method: This tutorial will guide SLPs through a review of 53 research papers that have explored the use of polysyllables in assessment, including the sampling and analysis procedures used in different research studies...
December 27, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29222559/the-listening-and-spoken-language-data-repository-design-and-project-overview
#3
Tamala S Bradham, Christopher Fonnesbeck, Alice Toll, Barbara F Hecht
Purpose: The purpose of the Listening and Spoken Language Data Repository (LSL-DR) was to address a critical need for a systemwide outcome data-monitoring program for the development of listening and spoken language skills in highly specialized educational programs for children with hearing loss highlighted in Goal 3b of the 2007 Joint Committee on Infant Hearing position statement supplement. Method: The LSL-DR is a multicenter, international data repository for recording and tracking the demographics and longitudinal outcomes achieved by children who have hearing loss who are enrolled in private, specialized programs focused on supporting listening and spoken language development...
December 8, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29209729/percent-grammatical-responses-as-a-general-outcome-measure-initial-validity
#4
Sarita L Eisenberg, Ling-Yu Guo
Purpose: This report investigated the validity of using percent grammatical responses (PGR) as a measure for assessing grammaticality. To establish construct validity, we computed the correlation of PGR with another measure of grammar skills and with an unrelated skill area. To establish concurrent validity for PGR, we computed the correlation of PGR with a previously validated measure of grammaticality, percent grammatical utterances (PGU), and examined the extent to which PGR and PGU agreed upon pass/fail decisions for children...
December 6, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29209728/conceptual-scoring-and-classification-accuracy-of-vocabulary-testing-in-bilingual-children
#5
Jissel B Anaya, Elizabeth D Peña, Lisa M Bedore
Purpose: This study examined the effects of single-language and conceptual scoring on the vocabulary performance of bilingual children with and without specific language impairment. We assessed classification accuracy across 3 scoring methods. Method: Participants included Spanish-English bilingual children (N = 247) aged 5;1 (years;months) to 11;1 with and without specific language impairment. Children completed the English and bilingual versions of the Expressive One-Word Picture Vocabulary Test-Third Edition (Brownell, 2000a, 2001)...
December 6, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29188274/which-preschool-children-with-specific-language-impairment-receive-language-intervention
#6
Kacie Wittke, Tammie J Spaulding
Purpose: Potential biases in service provision for preschool children with specific language impairment (SLI) were explored. Method: In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with articulation disorders receiving treatment (ARTIC-T) to determine if knowing service provision status influenced the results of Study 1...
November 29, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29131888/exemplar-variability-facilitates-retention-of-word-learning-by-children-with-specific-language-impairment
#7
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
#8
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/29322186/stuttering-in-preschool-children-direct-versus-indirect-treatment
#9
Marilyn A Nippold
Purpose: The purpose of this article is to discuss the controversial topic of stuttering in preschool children and how to evaluate the options for treatment, emphasizing the role of external research evidence. Method: A hypothetical but realistic case study of a 3-year-old boy who stutters is described. Two contrasting approaches to treatment are presented, the Lidcombe Program (LP) and the demands and capacities model (DCM). Studies published in peer-reviewed research journals that have examined the effectiveness of each approach are summarized and critiqued...
January 9, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29322185/selecting-treatments-and-monitoring-outcomes-the-circle-of-evidence-based-practice-and-client-centered-care-in-treating-a-preschool-child-who-stutters
#10
Nan Bernstein Ratner
Purpose: The purpose of the present clinical forum is to compare how 2 clinicians might select among therapy options for a preschool-aged child who presents with stuttering close to onset. Method: I discuss approaches to full evaluation of the child's profile, advisement of evidence-based practice options open to the family, the need for monitoring of the child's response, and selection of other approaches, if the child appears nonresponsive to the 1st-line approach...
January 9, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29322184/comprehensive-stuttering-treatment-for-adolescents-a-case-study
#11
Craig E Coleman
Purpose: This article will focus on a hypothetical case study to highlight comprehensive assessment and treatment for adolescent children who stutter. Method: Assessment and treatment are laid out with a literature review utilizing the components of the International Classification of Functioning, Disability and Health model. Specific assessment and treatment strategies and approaches are discussed. Results: Using the International Classification of Functioning, Disability and Health model can help guide clinicians through the assessment and treatment process to ensure that all areas of stuttering are considered...
January 9, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29322182/evidence-goals-and-outcomes-in-stuttering-treatment-applications-with-an-adolescent-who-stutters
#12
Anne K Marcotte
Purpose: The purpose of this clinical focus article is to summarize 1 possible process that a clinician might follow in designing and conducting a treatment program with John, a 14-year-old male individual who stutters. Method: The available research evidence, practitioner experience, and consideration of individual preferences are combined to address goals, treatment procedures, and outcomes for John. Conclusions: The stuttering treatment research literature includes multiple well-designed reviews and individual studies that have shown the effectiveness of prolonged speech (and smooth speech and related variations) for improving stuttered speech and for improving social, emotional, cognitive, and related variables in adolescents who stutter...
January 9, 2018: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/29322181/best-practice-for-developmental-stuttering-balancing-evidence-and-expertise
#13
Courtney T Byrd, Joseph Donaher
Best practice for developmental stuttering remains a topic of debate. In the clinical forum following this introduction, four fluency experts balance the evidence and expertise to describe their approach to assessment and treatment.
January 9, 2018: 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
#14
(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/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
#15
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...
October 5, 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
#16
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...
October 5, 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
#17
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/28915514/developmental-stuttering-in-children-who-are-hard-of-hearing
#18
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/28821019/stimulus-characteristics-of-single-word-tests-of-children-s-speech-sound-production
#19
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
#20
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
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