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Language, Speech, and Hearing Services in Schools

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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
#1
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
#2
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
#3
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
#4
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
#5
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
#6
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
#7
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
#8
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
#9
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
#10
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
#11
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
#12
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
https://www.readbyqxmd.com/read/27788525/bilingual-language-assessment-contemporary-versus-recommended-practice-in-american-schools
#13
Graciela Arias, Jennifer Friberg
Purpose: The purpose of this study was to identify current practices of school-based speech-language pathologists (SLPs) in the United States for bilingual language assessment and compare them to American Speech-Language-Hearing Association (ASHA) best practice guidelines and mandates of the Individuals with Disabilities Education Act (IDEA, 2004). Method: The study was modeled to replicate portions of Caesar and Kohler's (2007) study and expanded to include a nationally representative sample...
January 1, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27776201/evaluating-the-impact-of-a-multistrategy-inference-intervention-for-middle-grade-struggling-readers
#14
Amy E Barth, Amy Elleman
Purpose: We examined the effectiveness of a multistrategy inference intervention designed to increase inference making and reading comprehension for middle-grade struggling readers. Method: A total of 66 middle-grade struggling readers were randomized to treatment (n = 33) and comparison (n = 33) conditions. Students in the treatment group received explicit instruction in 4 inference strategies (i.e., clarification using text clues; activating and using prior knowledge; understanding character perspectives and author's purpose; answering inferential questions)...
January 1, 2017: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27776359/exciting-changes-coming-to-lshss-you-are-invited-to-participate
#15
Shelley Gray
In this editorial, the Editor of Language, Speech, and Hearing Services in Schools (LSHSS) describes important changes coming to LSHSS and all ASHA journals and calls for readers to voice their opinion regarding important topics and formats they would like to see included in future LSHSS volumes.
October 24, 2016: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27701629/dose-schedule-and-enhanced-conversational-recast-treatment-for-children-with-specific-language-impairment
#16
Christina N Meyers-Denman, Elena Plante
Purpose: Dosage has been identified as an important element of treatment that may affect treatment efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with specific language impairment (SLI). Method: Sixteen 4-to-5-year-old children with SLI participated in a 5-week intervention consisting of equivalent daily Enhanced Conversational Recast treatment (Plante et al., 2014) targeting grammatical morphology...
October 1, 2016: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27420411/the-role-of-socioeconomic-status-in-the-narrative-story-retells-of-school-aged-english-language-learners
#17
Mary Alt, Genesis D Arizmendi, Jennifer N DiLallo
Purpose: We examined the relationship between maternal level of education as an index of socioeconomic status (SES) on the narrative story retells of school-aged children who are English language learners (ELLs) to guide interpretation of results. Method: Using data available from the Systematic Analysis of Language Transcripts database (Miller & Iglesias, 2012), we were able to compare the language samples of 907 ELL students in kindergarten and 2nd grade whose parents had different levels of education...
October 1, 2016: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27679851/bilingual-and-home-language-interventions-with-young-dual-language-learners-a-research-synthesis
#18
Lillian K DurĂ¡n, Daphne Hartzheim, Emily M Lund, Vicki Simonsmeier, Theresa L Kohlmeier
Purpose: The purpose of this systematic review was to determine what bilingual or home language interventions have been found to be effective for 2- to 6-year-old dual language learners who have language impairment (LI) or are at risk for LI. Method: We conducted ancestral searches and searches of electronic databases, hand-searched article bibliographies, and searched 19 journals for experimental, quasiexperimental, or single-subject studies. Results: The review yielded 26 studies that were coded for quality, frequency and duration of the intervention, number of participants, location of intervention, interventionist, language(s) of intervention, and reported or calculated effect sizes...
September 27, 2016: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27679843/telling-tales-personal-event-narratives-and-life-stories
#19
Carol Westby, Barbara Culatta
Purpose: Speech-language pathologists know much more about children's development of fictional narratives than they do about children's development of personal narratives and the role these personal narratives play in academic success, social-emotional development, and self-regulation. The purpose of this tutorial is to provide clinicians with strategies for assessing and developing children's and adolescents' personal narratives. Method: This tutorial reviews the literature on (a) the development of autobiographical event narratives and life stories, (b) factors that contribute to development of these genres, (c) the importance of these genres for the development of sense of self-identity and self-regulation, (d) deficits in personal narrative genres, and (e) strategies for eliciting and assessing event narratives and life stories...
September 27, 2016: Language, Speech, and Hearing Services in Schools
https://www.readbyqxmd.com/read/27603435/do-adolescents-with-specific-language-impairment-understand-driving-terminology
#20
Jessica M Pandolfe, Kacie Wittke, Tammie J Spaulding
Purpose: This study examined if adolescents with specific language impairment (SLI) understand driving vocabulary as well as their typically developing (TD) peers. Method: A total of 16 adolescents with SLI and 16 TD comparison adolescents completed a receptive vocabulary task focused on driving terminology derived from statewide driver's manuals. Results: The SLI group understood fewer driving-related terms when compared with the TD comparison group...
September 7, 2016: Language, Speech, and Hearing Services in Schools
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