Child Language Teaching & Therapy最新文献

{"title":"Book Review: Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education by Sylvan M","authors":"Marissa P Webb","doi":"10.1177/02656590221139066","DOIUrl":"https://doi.org/10.1177/02656590221139066","url":null,"abstract":"If you have been a Speech-Language Pathologist/Speech and Language Therapist for any length of time, the idea of multi-tiered systems of support is not new. However, there are many different implementations of this type of system. What Sylvan does is describe one way of framing the multitiered method of collaboration in education and mapping it across the core curriculum areas related to speech, language and communication (SLCN). The framework is easily accessible and involves examples and practical tools to add to the therapist’s “toolkit” as they seek to implement a more multi-tiered system within their educational work environment. The entire framework is based on the US education system but the main themes are applicable to therapists in the UK as well. As a therapist who has worked in both the USA and the UK, the theoretical framework is relevant to both education systems.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"112 - 113"},"PeriodicalIF":1.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46039954","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}

{"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":"39 1","pages":"74 - 93"},"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}

{"title":"Notes on contributors","authors":"","doi":"10.1177/02656590231167241","DOIUrl":"https://doi.org/10.1177/02656590231167241","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096281","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}

{"title":"Parents’ vocabulary instruction with preschoolers during shared book reading","authors":"Arnold Olszewski, Rachel Lynell Hood","doi":"10.1177/02656590231151662","DOIUrl":"https://doi.org/10.1177/02656590231151662","url":null,"abstract":"Dialogic reading during shared book reading between adults and children is an effective way to promote vocabulary acquisition. However, there is limited research on what strategies parents are spontaneously using during book reading sessions, which are important to understand for optimizing parent training in dialogic reading. The current study investigates what strategies parents are currently using to teach vocabulary to their children and what parts of speech and tier of vocabulary they choose to discuss. The current study recruited low-income parents and their preschool-age (42–65 months), typically developing children from Head Start classrooms in the United States. Twenty-seven adults filmed themselves at home reading Giraffes Can't Dance by Giles Andreae and Guy Parker-Rees to their child, given the instruction to read as they normally would. The videos were coded looking at a dialogic reading framework: CROWD and PEER. Child behaviors and the vocabulary discussed were included in the coding. Results show that although there is a large amount of variability between parents in their use of strategies during shared book reading, in general, parents are using very few dialogic reading strategies to explicitly teach vocabulary. However, parents’ use of dialogic reading strategies was significantly correlated with child extratextual talk. When they did provide instruction, parents discussed mostly tier 1 nouns and verbs, rather than tier 2 words which are necessary for academic success. These results reinforce the need for parent training on interactive reading strategies.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"58 - 73"},"PeriodicalIF":1.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42284859","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}

{"title":"Children with language disorder as friends: Interviews with classroom peers to gather their perspectives","authors":"L. Blaskova, J. Gibson","doi":"10.1177/02656590221139231","DOIUrl":"https://doi.org/10.1177/02656590221139231","url":null,"abstract":"Language disorder (LD) is a common childhood condition affecting language development, which can in turn impact children's peer relationships. Although most children with LD are included in mainstream classrooms, there is limited knowledge about the way friendships support or hinder the learning experiences of children with LD in inclusive settings. Typically developing (TD) peers’ views tend to get overlooked when considering inclusion but they need to be heard as they too adapt to inclusive classrooms. In this small-scale study, we explored the perspectives of peers on their friendship quality with children with LD. We conducted friendship interviews with classroom friends (n = 9) of 6–8-year-old children with LD (n = 9), who attended the enhanced provision and mainstream classrooms in the United Kingdom and the Republic of Ireland. We used sociometric nomination methods to identify the reciprocal friends of children with LD. We then interviewed these friends using art-based methods and analysed our interview data using thematic framework. Friends of children with LD attending the enhanced provision showed an inclusive mindset and revealed their own strategies for overcoming potential communication barriers. In contrast, friends in full-time mainstream classrooms did not report experiencing communication difficulties when interacting with a peer with LD. We conclude that educational practice should build on those inclusion strategies that children find natural and consider the importance of teaching all children about adjustments that can support inclusion of those with communication difficulties.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"39 - 57"},"PeriodicalIF":1.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41494330","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}

{"title":"Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder","authors":"Camila Martínez, N. Maurits, B. Maassen","doi":"10.1177/02656590221139232","DOIUrl":"https://doi.org/10.1177/02656590221139232","url":null,"abstract":"GraphoGame is a computer-based game that trains grapheme-to-phoneme associations and has been shown to benefit reading acquisition in different languages and countries. In transparent languages, such as Spanish, learning grapheme-to-phoneme associations is of great importance when learning to read, and GraphoGame can help children at risk of developing reading difficulties overcome their struggles. Children with developmental language disorder (DLD) are at high risk of developing reading difficulties, and they are therefore an interesting target group for a study on the effects of using GraphoGame as an intervention tool, as well as a tool for early diagnosis of later reading difficulties. Using generalised linear mixed models, this article explores the progress made in GraphoGame and reading-related skills by children with DLD – with and without comprehension difficulties – and their typically developing (TD) classmates in kindergarten or first grade. Fifty-nine children were included in the current study (16 TD and 43 DLD; mean age = 6.4 years, SD = 0.7 years). By testing children before and after six weeks of GraphoGame intervention, changes in their performance at letter recognition, pseudoword recognition and phonological awareness are studied. In addition to the differences due to oral language skills (expressive and receptive), how the children perform in GraphoGame and whether the progress in the aforementioned reading-related skills is predictive of reading status in second grade (good or poor readers) are examined. After six weeks of GraphoGame intervention, all children improved at all of the assessed reading-related skills, regardless of the test (letter recognition, phonological awareness and pseudoword recognition). Additionally, the children with DLD with comprehension difficulties made less progress in GraphoGame than the other two groups. The same was found for the children who were classified as poor readers in second grade: none of the poor readers reached the highest levels of the game. Finally, performance at the first level of GraphoGame mildly correlated with reading fluency, as assessed one year after the intervention. Future studies should consider larger populations, as well as the long-term effect of interventions such as the one studied here.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"16 - 38"},"PeriodicalIF":1.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43666929","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}

{"title":"The role of self-perceived academic competence in children with childhood-onset fluency disorder","authors":"A. Nousia, Maria Martzoukou, V. Siafaka","doi":"10.1177/02656590221097328","DOIUrl":"https://doi.org/10.1177/02656590221097328","url":null,"abstract":"The aim of the present study was to investigate the five different components of self-perception (academic competence, social acceptance, athletic competence, physical appearance and school behavior), and to identify the dimensions that affect self-esteem in children with Childhood onset Fluency Disorder (CoFD). The study sample consisted of thirty children with CoFD and, as controls, thirty children without CoFD, aged from 9 to 11;7 years old. The following instruments were used: (1) the Greek version of Self-Perception Profile for Children (SPPC), (2) the “Children's Phonetic and Phonological development assessment” and, (3) a demographic characteristics form. Results revealed that while children with CoFD did report lower perceived academic competence than did those of the control group, and their academic competence self-perception shaped both their self-esteem and their school behavior self-perception. Moreover, academic competence self-perception was found to mediate in the relationship between CoFD, self-esteem and school behavior self-perception. Perceived academic competence in children with CoFD is linked to self-esteem and perceived school behavior, and this may impact on their relationships, emotional health and overall well-being. Health professionals should become able to estimate coexisting psychological difficulties and negative behaviors of parents or teachers that may affect the children's self-esteem. Furthermore, they should be able to suggest targeted psychological interventions for children and parents, while in the same frame teachers need to be properly trained about the management of stuttering in the classroom. The role of the speech therapist in the school context for in-service provision of information is therefore considered to be of paramount importance.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"303 - 319"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46085717","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}

{"title":"Book Review: Treatment resource manual for speech-language pathology by Roth F. P. and Worthington C. K.","authors":"Hayley Smith","doi":"10.1177/02656590221128199","DOIUrl":"https://doi.org/10.1177/02656590221128199","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"110 - 111"},"PeriodicalIF":1.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49121358","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}

{"title":"Call for Papers for SPECIAL EDITION in Child Language Teaching and Therapy","authors":"J. Clegg, V. Joffe","doi":"10.1177/02656590221130672","DOIUrl":"https://doi.org/10.1177/02656590221130672","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"237 - 238"},"PeriodicalIF":1.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45027247","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}

{"title":"Notes on Contributors October 2022","authors":"","doi":"10.1177/02656590221123766","DOIUrl":"https://doi.org/10.1177/02656590221123766","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"239 - 240"},"PeriodicalIF":1.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42288790","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}