Child Language Teaching & Therapy最新文献_第2页

4区医学

Child Language Teaching & Therapy Pub Date : 2023-06-01 DOI: 10.1177/02656590231179834

引用次数: 0

Book Review: Handbook of adolescent transition education for youth with disabilities by Shogren K and Wehmeyer M 书评:《残疾青少年青少年过渡教育手册》，作者:Shogren K, Wehmeyer M

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-05-31 DOI: 10.1177/02656590231179539

Katie Boot

引用次数: 0

Book Review: Working with Children Experiencing Speech and Language Disorders in a Bilingual Context: A Home Language Approach by Pert S 书评:在双语环境中与经历言语和语言障碍的儿童一起工作:一种家庭语言方法

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-05-25 DOI: 10.1177/02656590231179537

M. Garraffa

引用次数: 0

A comparison between the use of two speech-generating devices: A non-speaking student's displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities 两种语言生成设备的使用比较:一名不会说话的学生在一所严重学习障碍儿童义务学校的晨间会议中表现出的交际能力和能动性

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-05-22 DOI: 10.1177/02656590231174604

H. Tegler, M. S. Pilesjö

{"title":"A comparison between the use of two speech-generating devices: A non-speaking student's displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities","authors":"H. Tegler, M. S. Pilesjö","doi":"10.1177/02656590231174604","DOIUrl":"https://doi.org/10.1177/02656590231174604","url":null,"abstract":"This study examines the displayed communicative competence and agency of a non-speaking student at a compulsory school for children with severe learning disabilities. The use of two different speech-generating devices (a single-message versus a multi-message speech-generating device) and the assignment of participation role (having the role of ‘student’ or ‘teacher’) were compared in two morning meetings. The two interactional sequences ‘question-answers’ and ‘repair actions’ were chosen because they provide participants with opportunities to display communicative competence and agency. The analysis showed that the displayed communicative competence and agency of the non-speaking student differed in relation to the kind of speech-generating device and the associated participatory role. Furthermore, the displayed communicative competence and agency was a product of the close collaboration between the student and the assistant and teachers who scaffolded the process. The study shows that teachers and assistants can influence the communicative competence and agency of non-speaking students.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44055729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Predicting literacy development and risk in Spanish-English bilingual first graders 预测西班牙语-英语双语一年级学生的识字发展和风险

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-04-09 DOI: 10.1177/02656590231166923

L. Bedore, E. Peña, Penelope Collins, Christine E. Fiestas, Mirza J. Lugo-Neris, E. Barquin

{"title":"Predicting literacy development and risk in Spanish-English bilingual first graders","authors":"L. Bedore, E. Peña, Penelope Collins, Christine E. Fiestas, Mirza J. Lugo-Neris, E. Barquin","doi":"10.1177/02656590231166923","DOIUrl":"https://doi.org/10.1177/02656590231166923","url":null,"abstract":"Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined relative to lexical quality, provides key support for developing early reading skills. For bilingual children, the connection between oral language and reading development and risk for identification of having language or reading difficulties is assumed but has been less systematically studied. Our goal was to document the relationship between knowledge of semantics and morphosyntax and children's performance on letter and word identification in first grade in each of their languages so as to evaluate the risk for poor reading outcomes in the Spanish and English of bilingual first graders. Method: We examined data from 111 Spanish-English bilingual first graders on measures of Spanish and English semantics and morphosyntax in relation to letter-word identification, which indexes early reading development. We evaluated the within- and across-language relationships between skills and also whether the same children who performed in the at-risk range on the oral language tasks showed risk for future reading difficulties based on their letter-word performance. Results: Oral language skills and early reading skills were strongly related within languages, and cross-language relationships were also evident, though not for all domains. There were significant associations between risk for developmental language disorder (DLD) based on semantics performance and reading risk. Conclusions: We observe cross-linguistic relationships between letter-word identification and morphosyntactic and semantic skills in young Spanish-English bilinguals with and without risk for language and reading development. These findings indicate that connections between oral language and reading hold across differing levels of language and reading risk.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49297383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Iconic gestures support novel word learning in multilingual students with SLCN in classrooms 符号手势支持多语学生在课堂上学习新单词

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-04-02 DOI: 10.1177/02656590231166919

Nathalie Frey, Carina Lüke

{"title":"Iconic gestures support novel word learning in multilingual students with SLCN in classrooms","authors":"Nathalie Frey, Carina Lüke","doi":"10.1177/02656590231166919","DOIUrl":"https://doi.org/10.1177/02656590231166919","url":null,"abstract":"Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and whether the presentation of iconic gestures supports novel word learning over the period of four math lessons. One hundred and sixteen students (44% boys), the majority (91%) with SLCN, participated in the study. We conducted a control group design in eight classes with pre- and post-testing of a target academic vocabulary on the topic “Geometric surfaces and solids.” Results show a significant increase in the acquisition of the receptive and expressive target academic vocabulary for all students, but a predominance of expressive learning performance in favor of students who observed iconic gestures during lessons. Iconic gestures can be easily implemented into teaching, improve novel word learning in students with SLCN and serve as a cuing strategy for naming words in students with severe SLCN.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46969820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Retelling stories: The validity of an online oral narrative task 复述故事：网络口头叙述任务的有效性

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-02-20 DOI: 10.1177/02656590231155861

G. Gillon, Brigid C McNeill, Amy Scott, Megan E. Gath, Marleen F. Westerveld

{"title":"Retelling stories: The validity of an online oral narrative task","authors":"G. Gillon, Brigid C McNeill, Amy Scott, Megan E. Gath, Marleen F. Westerveld","doi":"10.1177/02656590231155861","DOIUrl":"https://doi.org/10.1177/02656590231155861","url":null,"abstract":"This study examined the validity of data collected from a novel online story retell task. The task was specifically designed for use by junior school teachers with the support of speech–language therapists or literacy specialists. The assessment task was developed to monitor children's oral language progress in their first year at school as part of the Better Start Literacy Approach for early literacy teaching. Teachers administered the task to 303 5-year-olds in New Zealand at school entry and after 20 weeks and 12 months of schooling. The children listened to a story with pictures via iPad presentation and were then prompted to retell the story. The children's spontaneous language used in their story retell was captured and uploaded digitally via iPad audio recording and analyzed using semi-automated speech recognition and computer software. Their responses to factual and inferential story comprehension questions were also analyzed. The data suggested that the task has good criterion validity. Significant correlations between story retell measures and a standardized measure of children's oral language were found. The Better Start Literacy Approach story retell task, which took approximately 6 min for teachers to administer, accurately identified children with low oral language ability 81% of the time. Growth curve analysis revealed that the task was useful for monitoring oral language development, including for English as second language learners. Boys showed a slower story comprehension growth trajectory than girls. The Better Start Literacy Approach story retell task shows promise in providing valid data to support teacher judgement of children's oral language development.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48653490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Book Review: Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education by Sylvan M 书评:多层次的支持系统:语言病理学家在教育中的实施工具

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-02-01 DOI: 10.1177/02656590221139066

Marissa P Webb

引用次数: 0

Response to intervention services for preschool children with developmental language disorder: Opinions of school and health care service professionals and managers 学龄前发展性语言障碍儿童干预服务的反应:学校和卫生保健服务专业人员和管理人员的意见

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-02-01 DOI: 10.1177/02656590231155862

Élody Ross-Lévesque, Emmanuelle Careau, C. Desmarais

{"title":"Response to intervention services for preschool children with developmental language disorder: Opinions of school and health care service professionals and managers","authors":"Élody Ross-Lévesque, Emmanuelle Careau, C. Desmarais","doi":"10.1177/02656590231155862","DOIUrl":"https://doi.org/10.1177/02656590231155862","url":null,"abstract":"Background. Children with developmental language disorder (DLD) are less prepared for school than typically developing children and are therefore at risk for academic, social, and behavioral difficulties when they enter school. To support these children, early family-centered intervention is recommended. However, access to effective care remains an issue. Researchers have therefore suggested to reconsider the place of individual specialized intervention within a broader systemic response to intervention (RTI) framework. The aim of this study is to explore the opinions of professionals and managers working with children aged 0–5 with language difficulties on strategies to better support their school readiness. Specifically, it explores the facilitators and barriers to school readiness in children with DLD as well as strategies to better prepare them for school. Finally, it examines how an RTI model can provide a framework for services to preschool children with DLD. Methods. Two focus groups were conducted with 15 professionals and managers in the health care and school systems in the province of Quebec (Canada). The interviews were analyzed using an analytical questioning strategy. Results. Five key elements in service delivery were deemed essential in supporting school readiness of children with language difficulties: (1) maximizing community initiatives, (2) training and supporting partners, (3) supporting change in practice, (4) offering flexible services adapted to children's needs, and (5) implementing mechanisms to ensure service continuity and information transfer between agencies. These key elements are conceptualized within the RTI model. Conclusion. The five key elements identified in this study should be part of an intervention model in order to optimize service organization and better support school readiness for children with DLD.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46219571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading 母语为中文的听障儿童的语言发展:家庭读写资源与共享阅读的作用

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2023-02-01 DOI: 10.1177/02656590231154827

Yi-Chih Chan

{"title":"Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading","authors":"Yi-Chih Chan","doi":"10.1177/02656590231154827","DOIUrl":"https://doi.org/10.1177/02656590231154827","url":null,"abstract":"The present study aimed to explore the specific components of home literacy resources (HLR) and parental behaviours during shared book reading (SBR) that may contribute to the language development of Chinese-speaking hearing-impaired children. A total of 90 Chinese-speaking hearing-impaired children aged 3 to 6 years, along with their parents, participated in this study. Following the design of previous studies, we required the parents to complete a questionnaire regarding HLR and parental SBR behaviours, and their hearing-impaired children received a standardised language test. The results showed that such HLR components as storybook capacity at home, weekly frequency of SBR, duration per SBR session, starting age of SBR, and the parental SBR behaviour, parent and child discussing opinions with each other, could significantly account for an additional portion of the variance in children's receptive, expressive, and overall language beyond the demographic variables. It is thus recommended that clinicians share this evidence-based information with parents who have hearing-impaired children to help their children develop language to their fullest potential.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43706048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0