我们的措辞很重要

Q4 Social Sciences

Word of Mouth Pub Date : 2022-07-21 DOI:10.1177/10483950221101453b

C. Westby

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E., & To, C. K. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale–Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629–638. https://doi.org/10.1044/2019_LSHSS-18-0073 Lof, G. L. (1996). Factors associated with speech-sound stimulability. Journal of Communication Disorders, 29(4), 255–278. https://doi.org/10.1016/0021-9924(96)00013-5 McGill, N., Crowe, K., & McLeod, S. (2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). Screening children’s speech: The impact of imitated elicitation and word position. Language, Speech, and Hearing Services in Schools, 50(1), 71–82. https:// doi.org/10.1044/2018_LSHSS-17-0141 Morgan, A., Ttofari Eecen, K., Pezic, A., Brommeyer, K., Mei, C., Eadie, P., Reilly, S., & Dodd, B. (2017). Who to refer for speech therapy at 4 years of age versus who to “watch and wait.” The Journal of Pediatrics, 185, 200–204.e1. https://doi.org/10.1016/ j.jpeds.2017.02.059 Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics & Phonetics, 28(5), 316–328. https://doi.org/10.3109/02699206.2013.865789 Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29(4), 237– 253. https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). The natural history of speech impairment of 8-year-old children in the Avon Longitudinal Study of Parents and Children: Error rates at 2 and 5 years. International Journal of Speech-Language Pathology, 11(5), 381–391. https://doi.org/10.1080/17549 500903125111 Subtelny, J. (1977). Assessment of speech with implications for training. In F. Bess (Ed.), Childhood deafness (pp. 183–194). Grune & Stratton. To, C. K. S., Cheung, P. S., & McLeod, S. (2013). A population study of children’s acquisition of Hong Kong Cantonese consonants, vowels, and tones. 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(2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). 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引用次数: 1

摘要

Dodd，B.（2014）。儿童语音障碍的鉴别诊断。当前发育障碍报告，1（3），189-196。https://doi.org/10.1007/s40474-014-0017-3Dodd，B.、Ttofari Eecen，K.、Brommeyer，K.、Ng，K.、Reilly，S.和Morgan，A.（2018）。发音和音韵学在四到七年之间发展迟缓和紊乱。儿童语言教学与治疗，34（2），87-99。https://doi。org/10.1177/0265659017735958 Glaspey，A.和Stoel Gammon，C.（2007）。语音评估的动态方法。国际言语病理学杂志，9（4），286-296。https://doi.org/10.1080/14417 040701435418 Ireland，M.、McLeod，S.、Farquharson，K.和Crowe，K.（2020）。评估美国公立学校中有语音障碍的儿童。语言障碍专题，40（4），326–340。https://doi.org/10.1097/tld.0000000000000226Kok，E.C.E.和To，C.K.（2019）。重新审视语境量表中可理解性的分界标准——繁体中文。学校的语言、言语和听力服务，50（4），629–638。https://doi.org/10.1044/2019_LSHSS-18-0073Lof，G.L.（1996）。与语音刺激性相关的因素。《沟通障碍杂志》，29（4），255-278。https://doi.org/10.1016/0021-9924（96）00013-5 McGill，N.、Crowe，K.和McLeod，S.（2020）。“浪费了好几个月”：利益相关者对等待演讲语言病理学服务的看法。国际言语病理学杂志，22（3），313–326。https://doi.org/10.1080/17549507.2020.17747541 McLeod，S.（2020）。语境量表中的可理解性：跨语言使用、有效性和可靠性。言语、语言和听力，23（1），9-16。https://doi.org/10.1080/2050571X.2020.1718837McLeod，S.、Harrison，L.J.和McCormack，J.（2012）。语境中的可理解性量表：主观评分的有效性和可靠性。《言语、语言和听力研究杂志》，55（2），648–656。https://doi.org/10.1044/1092-4388McLeod，S.、Harrison，L.J.和Wang，C.（2019）。一项关于儿童早期言语、语言和沟通需求的识字和算术结果的纵向人群研究。《幼儿研究季刊》，47507-517。https://doi.org/10.1016/j.ecresq.2018.07.004McLeod，S.和Masso，S.（2019）。筛选儿童言语：模仿启发和单词位置的影响。学校的语言、言语和听力服务，50（1），71–82。https://doi.org/10.1044/2018_LSHSS-17-0141 Morgan，A.、Ttofari Eecen，K.、Pezic，A.、Brommeyer，K.、Mei，C.、Eadie，P.、Reilly，S.和Dodd，B.（2017）。谁应该在4岁时接受言语治疗，谁应该“观察并等待”。《儿科杂志》，185200-204.e1。https://doi.org/10.1016/j.jpeds.2017.02.059 Ng，K.Y.M.，To，C.K.S.，&McLeod，S.（2014）。香港学龄前儿童上下文智力量表筛查工具的验证。临床语言学与语音学，28（5），316-328。https://doi.org/10.3109/02699206.2013.865789Powell，T.W.和Miccio，A.W.（1996）。刺激性：一种有用的临床工具。《沟通障碍杂志》，29（4），237-253。https://doi.org/10.1016/0021-9924（96）00012-3 Roulstone，S.、Miller，L.L.、Wren，Y.和Peters，T.J.（2009）。Avon父母和儿童纵向研究中8岁儿童言语障碍的自然史：2岁和5岁时的错误率。国际言语语言病理学杂志，11（5），381–391。https://doi.org/10.1080/17549500903125111 Subtelny，J.（1977）。言语评估对训练的影响。F.Bess（Ed.），《儿童耳聋》（第183-194页）。Grune&Stratton。To，C.K.S.，Cheung，P.S.和McLeod，S.（2013）。儿童香港粤语声母、元音和声调习得的人群研究。《言语、语言和听力研究杂志》，56（1），103-122。https://doi.org/10.1044/10924388（2012/11-0080）Tourville，J.A.和Guenther，F.H.（2011）。DIVA模型：一种关于语音获取和产生的神经理论。语言与认知过程，26（7），952–981。https://doi.org/10.1080/01690960903498424 Williams，A.L.、McLeod，S.和McCauley，R.J.（2021）。儿童语音障碍的干预措施（第2版）。布鲁克斯。Wren，Y.、Miller，L.L.、Peters，T.J.、Emond，A.和Roulstone，S.（2016）。八岁时持续性语音障碍的患病率和预测因素：一项人群队列研究的结果。《言语、语言和听力研究杂志》，59（4），647–673。https://doi.org/10.1044/2015_JSLHRS-14-0282

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Our Choice of Words Matters

Dodd, B. (2014). Differential diagnosis of pediatric speech sound disorder. Current Developmental Disorders Reports, 1(3), 189– 196. https://doi.org/10.1007/s40474-014-0017-3 Dodd, B., Ttofari-Eecen, K., Brommeyer, K., Ng, K., Reilly, S., & Morgan, A. (2018). Delayed and disordered development of articulation and phonology between four and seven years. Child Language Teaching and Therapy, 34(2), 87–99. https:// doi. org/10.1177/0265659017735958 Glaspey, A., & Stoel-Gammon, C. (2007). A dynamic approach to phonological assessment. International Journal of SpeechLanguage Pathology, 9(4), 286–296. https://doi.org/ 10.1080/14417 040701435418 Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (2020). Evaluating children in U.S. public schools with speech sound disorders. Topics in Language Disorders, 40(4), 326–340. https://doi.org/10.1097/tld.0000000000000226 Kok, E. C. E., & To, C. K. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale–Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629–638. https://doi.org/10.1044/2019_LSHSS-18-0073 Lof, G. L. (1996). Factors associated with speech-sound stimulability. Journal of Communication Disorders, 29(4), 255–278. https://doi.org/10.1016/0021-9924(96)00013-5 McGill, N., Crowe, K., & McLeod, S. (2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). Screening children’s speech: The impact of imitated elicitation and word position. Language, Speech, and Hearing Services in Schools, 50(1), 71–82. https:// doi.org/10.1044/2018_LSHSS-17-0141 Morgan, A., Ttofari Eecen, K., Pezic, A., Brommeyer, K., Mei, C., Eadie, P., Reilly, S., & Dodd, B. (2017). Who to refer for speech therapy at 4 years of age versus who to “watch and wait.” The Journal of Pediatrics, 185, 200–204.e1. https://doi.org/10.1016/ j.jpeds.2017.02.059 Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics & Phonetics, 28(5), 316–328. https://doi.org/10.3109/02699206.2013.865789 Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29(4), 237– 253. https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). The natural history of speech impairment of 8-year-old children in the Avon Longitudinal Study of Parents and Children: Error rates at 2 and 5 years. International Journal of Speech-Language Pathology, 11(5), 381–391. https://doi.org/10.1080/17549 500903125111 Subtelny, J. (1977). Assessment of speech with implications for training. In F. Bess (Ed.), Childhood deafness (pp. 183–194). Grune & Stratton. To, C. K. S., Cheung, P. S., & McLeod, S. (2013). A population study of children’s acquisition of Hong Kong Cantonese consonants, vowels, and tones. Journal of Speech, Language, and Hearing Research, 56(1), 103–122. https://doi.org/10.1044/10924388(2012/11-0080) Tourville, J. A., & Guenther, F. H. (2011). The DIVA model: A neural theory of speech acquisition and production. Language and Cognitive Processes, 26(7), 952–981. https://doi.org/ 10.1080/01690960903498424 Williams, A. L., McLeod, S., & McCauley, R. J. (2021). Interventions for speech sound disorders in children (2nd ed.). Brookes. Wren, Y., Miller, L. L., Peters, T. J., Emond, A., & Roulstone, S. (2016). Prevalence and predictors of persistent speech sound disorder at eight years old: Findings from a population cohort study. Journal of Speech, Language, and Hearing Research, 59(4), 647–673. https://doi.org/10.1044/2015_JSLHRS-14-0282

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Word of Mouth Social Sciences-Education

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