Language Speech and Hearing Services in Schools最新文献

{"title":"Is Knowing Words Enough? Assessing Vocabulary in Children Who Are Deaf or Hard of Hearing.","authors":"Leo Evans, Emily A Lund, Krystal L Werfel","doi":"10.1044/2024_LSHSS-24-00046","DOIUrl":"10.1044/2024_LSHSS-24-00046","url":null,"abstract":"<p><strong>Purpose: </strong>Vocabulary skills in children are typically measured with norm-referenced assessments of receptive and expressive vocabulary. Language sample analysis is an alternative method of examining vocabulary actually produced in communicative events and may be better suited to exposing subtle vocabulary weaknesses. Here, we examine the relationship between norm-referenced vocabulary testing and language sample analysis in preschool children, both children with typical hearing (CTH) and children who are deaf or hard of hearing (DHH).</p><p><strong>Method: </strong>Expressive and receptive vocabulary and spontaneous language samples were collected. Language samples were analyzed for complexity (mean length of utterance in words [MLUw]) and variability (number of different noun and verb types produced).</p><p><strong>Results: </strong>CTH had significantly higher scores on both expressive and receptive norm-referenced tests and produced sentences with greater syntactic complexity and semantic variability. Relationships between expressive test scores and MLUw were seen in both groups; the number of noun/verb types produced was related for children who are DHH only. Receptive vocabulary was not related to spontaneous spoken language for CTH. Receptive vocabulary was significantly related to MLUw and noun/verb types for children who are DHH. However, when the DHH group was subdivided into performance above and performance below the 50th percentile, relationships held only for the group with below-average performance.</p><p><strong>Conclusions: </strong>Results suggest that single-word vocabulary, norm-referenced measures indicating performance above the 50th percentile may not be sufficient to capture nuanced difficulties with vocabulary in children who are DHH. For children who are DHH, performance in the \"range of normal\" on a norm-referenced test may not capture ways in which their language performance differs from that of peers with typical hearing.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"252-266"},"PeriodicalIF":2.9,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12002391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of an Expository Intervention on Strategy Use and Oral Expression of Informational Texts for Adolescents With Learning Disabilities.","authors":"Teresa A Ukrainetz, Amy K Peterson, Alisa Konishi-Therkildsen, Camryn Lettich, Kiersten Harper","doi":"10.1044/2024_LSHSS-24-00087","DOIUrl":"10.1044/2024_LSHSS-24-00087","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigated the effect of an expository strategy intervention called <i>Sketch and Speak</i> on strategy use and oral reporting of informational texts for students with language-learning disabilities (LLD).</p><p><strong>Method: </strong>Four adolescents with LLD participated in a single-case multiple-baseline-across-participants treatment experiment. Ten individual treatment sessions involved shared reading of an informational article, identifying important or interesting ideas to remember, making pictographic or bulleted notes paired with oral sentence formulation and rehearsal, and orally rehearsing the final full report. Following each baseline and treatment session, participants had an opportunity to review their notes and then gave a free-recall oral report and answered content and strategy awareness questions. Pre/post measures of independent strategy use and oral reporting were also administered.</p><p><strong>Results: </strong>All participants learned pictography and improved their written notes, strategy awareness, and quality of oral reports compared to baseline. Three participants improved their independent note-taking, oral reports, and strategy awareness on proximal tasks. One participant showed independent oral rehearsal within treatment and on the proximal transfer task. In the distal independence task, all the participants showed some improvement in planning notes format but none for explanations of a familiar sport/game. One participant used pictography for any task in which there was a choice of notation format.</p><p><strong>Conclusions: </strong><i>Sketch and Speak</i> provides an effective set of teaching strategies to improve informational oral reporting for older students with LLD. Students may generalize improved note-taking as a learning strategy to similar tasks, but independent oral rehearsal is more difficult to obtain.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"342-371"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143625814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Preschool Hearing Screening in Low-Income Communities: Program Outcomes and Caregiver Perspectives.","authors":"Tara Odendaal, Talita le Roux, De Wet Swanepoel","doi":"10.1044/2024_LSHSS-24-00070","DOIUrl":"10.1044/2024_LSHSS-24-00070","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to describe the impact of a preschool hearing screening program in a low- and middle-income country (LMIC) in terms of referral outcomes and caregiver perspectives.</p><p><strong>Method: </strong>This study included two components. First, a review of outcomes from a large-scale community-based hearing screening program, facilitated by community health workers (CHWs), for preschool children who failed their hearing screening. Second, telephonic surveys were conducted with (a) 25 caregivers whose children attended follow-up appointments and were diagnosed with hearing loss and (b) 33 caregivers whose children did not attend follow-up appointments.</p><p><strong>Results: </strong>Over 21 months, 13,322 children underwent hearing screening, with an initial referral rate of 6% (809). Follow-up tests at preschools covered 86.2% (697) of children who failed the initial hearing screening, of whom 47.8% (387) presented with hearing loss and were referred for further evaluation. Among the 190 attending follow-up appointments, 54.8% (104) were diagnosed with hearing loss. Of these, 71.1% (74) had conductive hearing loss, 12.5% (13) had sensorineural hearing loss, and 13.5% (14) had mixed hearing loss. Caregivers strongly supported (96%) community-based hearing screening for preschool-aged children. Notably, attendance varied significantly between preschool rescreenings (86.2%) and health care facility follow-up appointments (49.1%). Caregivers highlighted barriers to attend hearing services including work commitments, long waiting times at health care facilities, miscommunication about referrals and appointments, relocations, and COVID-19 appointment cancellations.</p><p><strong>Conclusions: </strong>This study highlights the effectiveness of community-based hearing screenings in LMICs, led by CHWs. It emphasizes strong caregiver support and the importance of culturally relevant communication. Challenges in follow-up attendance persist, emphasizing the need for improved accessibility and communication within health care systems. Prioritizing caregiver concerns and promoting culturally sensitive education are essential for improving outcomes.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.28462613.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"325-341"},"PeriodicalIF":2.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech-Language Pathology Preservice Preparation for Working in School-Age Literacy: International Perspectives.","authors":"Caitlin F Stephenson,Tanya A Serry,Pamela C Snow","doi":"10.1044/2024_lshss-24-00109","DOIUrl":"https://doi.org/10.1044/2024_lshss-24-00109","url":null,"abstract":"PURPOSEThis narrative review of preservice training of speech-language pathologists (SLPs) to work in school-age literacy contexts examines (a) studies regarding SLPs' perceptions of their preservice training and (b) accreditation requirements for preservice training in selected nations.METHODA review of the literature examining (a) SLPs' perspectives about their preservice training; (b) SLPs' beliefs, confidence, and self-efficacy; and (c) speech-language pathology preservice program content was conducted via analysis of studies published after the year 2010. Policy documents and websites outlining accreditation requirements in the United States, Canada, the United Kingdom, Australia, and New Zealand were reviewed.RESULTSThe literature search resulted in a total of 13 studies: nine from the United States and four from Australia. Twelve of the studies investigated SLP perceptions of preservice training. The perspectives of university faculty were included in one of these. One study directly examined preservice program coursework. In the United States, there appears to have been an increase in course content related to literacy in recent years. However, SLPs in both the United States and Australia consistently report feeling underprepared by their preservice training to address the full continuum of school-age literacy service provision that could be expected of SLPs on graduation. Between the different international contexts, there is significant variability in the clarity and specificity of requirements for preservice training in literacy for SLPs.CONCLUSIONSPublished research is limited to cross-sectional survey evaluations of preservice training. A qualitative lens to examine in more depth and breadth the experiences of preservice training from the perspectives of both recipients and providers is needed. Policy documents for speech-language pathology would benefit from increased coherence and accountability regarding accreditation requirements for SLPs in school-age literacy.","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":"39 1","pages":"1-13"},"PeriodicalIF":2.4,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143057343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Feasibility and Preliminary Effectiveness of a Multi-Tiered Multimodal Narrative Intervention Program for Preschool Children.","authors":"Júlia Florit-Pons, Alfonso Igualada, Pilar Prieto","doi":"10.1044/2024_LSHSS-24-00048","DOIUrl":"10.1044/2024_LSHSS-24-00048","url":null,"abstract":"<p><strong>Purpose: </strong>The present study aims to evaluate the feasibility and preliminary effectiveness of a novel multi-tiered narrative intervention program-the multimodal narrative (MMN) program-in Catalan that was co-created to boost preschool children's narrative and pragmatic skills.</p><p><strong>Method: </strong>First, we describe here in detail the novel program, which consisted of a set of interventions oriented around the retelling of a narrative in a multimodal fashion, that is, with an abundant use of appropriate gesture and facial expression and careful attention to the pragmatic aspects of communication. We then describe the results of a self-reported feasibility study (Study 1) after this program was trial-implemented by 31 preschool teachers and speech-language therapists in their respective professional contexts. A pre- and post-intervention pilot study (Study 2) was conducted in which the researchers measured the effect of the MMN intervention on the 51 children who participated in the trial implementation.</p><p><strong>Results: </strong>Results from Study 1 revealed that most professionals adhered to the intervention protocol, that they found it enjoyable and easy to implement, and that it fostered active participation on the part of children. Results from Study 2 revealed that after the intervention, the narrative and pragmatic skills of all the children had improved.</p><p><strong>Conclusion: </strong>These results suggest that a full-fledged implementation of the MMN intervention program is feasible and has the potential to improve children's narrative and pragmatic skills in both clinical and educational contexts.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"17-41"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142820093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speech in Ten-Minute Sessions: A Pilot Randomized Controlled Trial of the Chaining SPLITS Service Delivery Model.","authors":"Benedette M Herbst, Molly Beiting, Martine Schultheiss, Nina R Benway, Jonathan L Preston","doi":"10.1044/2024_LSHSS-24-00043","DOIUrl":"10.1044/2024_LSHSS-24-00043","url":null,"abstract":"<p><strong>Purpose: </strong>This study evaluates the initial efficacy of Chaining SPeech Lessons in Intensive Ten-minute Sessions (SPLITS), an alternative service delivery model for the Speech Motor Chaining treatment approach. We hypothesized that Chaining SPLITS would result in improvements in /ɹ/ accuracy on syllables and untrained words when compared to a no-treatment condition.</p><p><strong>Method: </strong>Within a randomized controlled trial, thirteen 7-9-year-old children with difficulty producing /ɹ/ were randomized to receive treatment either immediately or after an 8-week delay. Treatment sessions were conducted 4 times a week over 8 weeks. Syllable and word-level recordings were collected at the baseline, 8-week, and 16-week time points. Recordings were rated along a 5-point scale by three masked, independent listeners. The primary outcome was changed score from the baseline to 8-week time point (Interval 1) and 8-week to 16-week time point (Interval 2).</p><p><strong>Results: </strong>Linear mixed modeling revealed that Chaining SPLITS led to significantly greater improvement in /ɹ/ accuracy at the syllable level for active treatment compared to a period of no treatment. This improvement was replicated in both groups. There was not sufficient evidence of an effect of Chaining SPLITS on untrained words after 8 weeks of treatment.</p><p><strong>Conclusions: </strong>The current study provides initial evidence of the effectiveness of 8 weeks of Chaining SPLITS on improvement in /ɹ/ accuracy in syllables. Short, frequent sessions may be a viable approach to promote acquisition of /ɹ/ among school-age children; however, longer courses of treatment may be needed to observe further improvement at the word level.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.27868800.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"102-117"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11903048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142774899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science Vocabulary and Science Achievement of Children With Language/Literacy Disorders and Typical Language Development.","authors":"Jessie A Erikson, Mary Alt, Adarsh Pyarelal, Leah L Kapa","doi":"10.1044/2024_LSHSS-24-00025","DOIUrl":"10.1044/2024_LSHSS-24-00025","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined science achievement; science vocabulary knowledge; and the relationship between science vocabulary, language skills, and science achievement in school-age children with language/literacy disorders (LLDs) and typical language development (TD).</p><p><strong>Method: </strong>Thirty-nine sixth graders (11 with LLDs) completed standardized assessments and researcher-designed science vocabulary measures over Zoom. Scores for the AIMS Science, a standardized science assessment administered to all fourth-grade public-school students in Arizona, served as the outcome measure for science achievement. Linear regression analyses were performed to examine the relationships among science achievement, general language skills, and science vocabulary knowledge. Group comparisons (TD vs. LLD) were also completed for science achievement and science vocabulary measures.</p><p><strong>Results: </strong>General language skills, science vocabulary breadth, and science vocabulary definition scores uniquely predicted science achievement, as measured by AIMS Science scores. General language skills predicted performance on the science vocabulary breadth and definition tasks. Participants with LLDs scored significantly lower on science achievement and vocabulary measures relative to their peers with TD.</p><p><strong>Conclusions: </strong>Students with LLDs demonstrated poorer science achievement outcomes and more limited knowledge of science vocabulary breadth and semantic depth. Greater science vocabulary knowledge was associated with higher science test scores for children with LLDs and TD. These findings indicate that increasing science vocabulary knowledge may improve science achievement outcomes for students with LLDs or TD.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"118-141"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parents Plus: A Parent-Implemented Intervention for Preschool Children With Developmental Language Disorders.","authors":"Brook Sawyer, Annemarie Hindman, Julie Smith, Carol Scheffner Hammer, Julie Santoro","doi":"10.1044/2024_LSHSS-24-00042","DOIUrl":"10.1044/2024_LSHSS-24-00042","url":null,"abstract":"<p><strong>Purpose: </strong>Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents Plus intervention was designed to support parents, through online training and coaching, in using focused stimulation, an evidence-based strategy for fostering early language development.</p><p><strong>Method: </strong>Thirty-one parents and their children with developmental language disorder participated in a small-scale randomized controlled trial to provide a preliminary test of Parents Plus. Sixteen parent-child dyads completed the Parents Plus intervention, while 15 parent-child dyads were in the control condition.</p><p><strong>Results: </strong>Findings indicate that Parents Plus shows promise in improving children's vocabulary and morphosyntactic skills. Additionally, Parents Plus emerged as a socially valid approach, with parents reporting that its goals, content, procedures, and outcomes were acceptable.</p><p><strong>Conclusion: </strong>Implications for education and directions for future research are discussed.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"177-193"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social-Emotional Functioning of Children With Different Hearing Status and Diverse Cultural Background.","authors":"Khaloob Kawar, Rinat Michael","doi":"10.1044/2024_LSHSS-24-00061","DOIUrl":"10.1044/2024_LSHSS-24-00061","url":null,"abstract":"<p><strong>Purpose: </strong>The study investigated the social-emotional functioning of children with typical hearing and deaf and hard of hearing (D/HH) children from diverse cultural backgrounds in Israel through parental reports.</p><p><strong>Method: </strong>A total of 242 parents from both Arabic and Jewish communities participated: 130 were parents of D/HH children and 112 were parents of children with typical hearing. The Strengths and Difficulties Questionnaire and a background questionnaire were used.</p><p><strong>Results: </strong>Results revealed increased total difficulties, emotional symptoms, and peer problems as reported by parents of D/HH children. Jewish parents of D/HH children reported greater total difficulties, conduct problems, and peer problems than Arab parents. Significant gender differences were found, with parents of boys reporting higher levels of hyperactivity/inattention and lower prosocial behavior. Among D/HH children, Arab parents reported higher peer problems among hearing aid users compared to cochlear implant users, whereas Jewish parents reported the opposite trend.</p><p><strong>Conclusion: </strong>These findings highlight the significant social-emotional challenges faced by D/HH children, particularly in peer interactions, and underscore the need for tailored interventions that consider cultural differences.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"194-205"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent Teaching Using the Enhanced Moved by Reading to Accelerate Comprehension in English Intelligent Tutoring System to Teach Question-Asking During Shared Book Reading in Latino Families.","authors":"Sindhu Chennupati, Maria Adelaida Restrepo, Arthur Glenberg, Erin Walker, Chris Blais, Ligia Gómez Franco","doi":"10.1044/2024_LSHSS-23-00113","DOIUrl":"10.1044/2024_LSHSS-23-00113","url":null,"abstract":"<p><strong>Purpose: </strong>The Parent-Enhanced Moved by Reading to Accelerate Comprehension in English (Parent EMBRACE) program offers a bilingual parent-training literacy intervention for Latino families. Within the context of shared book reading, the application leverages both the home language and technology to increase parent question-asking during shared reading. Research goals were to (a) examine the potential of the Parent EMBRACE tutoring system at teaching parents to increase the quantity and variety of their question-asking during shared book reading, (b) examine changes to parents' reading attitudes or motivation, and (c) examine whether children's reading attitude is correlated with parent interactions.</p><p><strong>Method: </strong>Twenty-one participants were randomized into three conditions: a digital storybook (DS) group (<i>n</i> = 7), an interactive storybook (EMBRACE) group (<i>n</i> = 6), and a parent-teaching interactive storybook (Parent EMBRACE) group (<i>n</i> = 8). Participants received iPads with digital storybooks for use during the intervention (in which the parent-teaching group received prompts from the app to ask questions while reading). Shared book reading assessments before and after the intervention involved hard-copy books, and behaviors were analyzed using video-recorded reading sessions before and after the intervention. Group differences were explored using descriptive analysis. Reading attitude and motivation were measured through pre- and post-intervention surveys. The relationship between parent interactions and reading attitudes was explored through regression.</p><p><strong>Results: </strong>Results indicate that after the intervention, four out of seven parents in the parent-teaching interactive storybook group asked more questions to their children. Parents' reading attitudes and motivations did not significantly change. There was a nonlinear relationship with parent interactions and children's reading attitude.</p><p><strong>Conclusion: </strong>Overall, the Parent EMBRACE tool shows feasibility and warrants further study on its efficacy as a linguistically responsive literacy-based language intervention for Latino parents to develop shared book reading strategies.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"158-176"},"PeriodicalIF":2.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}