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Journal articles on the topic 'Children with speech and language difficulties'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Nathan, Liz, Joy Stackhouse, and Nata Goulandris. "Speech Processing Abilities in Children with Speech vs Speech and Language Difficulties." International Journal of Language & Communication Disorders 33, S1 (1998): 457–62. http://dx.doi.org/10.3109/13682829809179468.

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2

HOOPER, JANICE, CAROL HINE, and LIZ PERKINS. "A LANGUAGE UNIT for children with speech difficulties." Journal of the Institute of Mental Subnormality (APEX) 4, no. 3 (2009): 16–17. http://dx.doi.org/10.1111/j.1468-3156.1976.tb00251.x.

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3

Masitoh, Masitoh. "GANGGUAN BAHASA DALAM PERKEMBANGAN BICARA ANAK." Edukasi Lingua Sastra 17, no. 1 (2019): 40–54. http://dx.doi.org/10.47637/elsa.v17i1.105.

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The problem in this article was about the language disorder in the speech development of children. The language disorder on the speech development of children were one of the type of communication disorder that indicate the children who experience the disorders process to use any symbols in language. The language disorder on speech development of children was happened cause there was a disorder on nerves system or abnormalities in related organ that related to the process to use the language and to childrens' speech which occurs due to injury or trauma when they were in prenatal, natal and pos

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4

Nathan, Liz, Joy Stackhouse, Nata Goulandris, and Margaret J. Snowling. "The Development of Early Literacy Skills Among Children With Speech Difficulties." Journal of Speech, Language, and Hearing Research 47, no. 2 (2004): 377–91. http://dx.doi.org/10.1044/1092-4388(2004/031).

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This article presents a longitudinal study of the early literacy development of 47 children with speech difficulties from ages 4 to 7 years. Of these children, 19 with specific speech difficulties were compared with 19 children with speech and language difficulties and 19 normally developing controls. The risk of literacy difficulties was greater in the group with speech and language difficulties, and these children displayed deficits in phoneme awareness at 6 years. In contrast, the literacy development of children with isolated speech problems was not significantly different from that of con

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5

Næss, Kari-Anne, Egil Nygaard, Hilde Hofslundsengen, and J. Yaruss. "The Association between Difficulties with Speech Fluency and Language Skills in a National Age Cohort of Children with Down Syndrome." Brain Sciences 11, no. 6 (2021): 704. http://dx.doi.org/10.3390/brainsci11060704.

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The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear r

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Lewis, Sadie. "Book review: Persisting speech difficulties in children: children's speech and literacy difficulties, 3." Child Language Teaching and Therapy 23, no. 3 (2007): 371–72. http://dx.doi.org/10.1177/02656590070230030603.

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7

Sonik, Rajan A., Susan L. Parish, Ilhom Akobirshoev, Esther Son, and Eliana Rosenthal. "Population Estimates, Health Care Characteristics, and Material Hardship Experiences of U.S. Children With Parent-Reported Speech-Language Difficulties: Evidence From Three Nationally Representative Surveys." Language, Speech, and Hearing Services in Schools 48, no. 4 (2017): 286–93. http://dx.doi.org/10.1044/2017_lshss-16-0072.

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PurposeTo provide estimates for the prevalence of parent-reported speech-language difficulties in U.S. children, and to describe the levels of health care access and material hardship in this population.MethodWe tabulated descriptive and bivariate statistics using cross-sectional data from the 2007 and 2011/2012 iterations of the National Survey of Children's Health, the 2005/2006 and 2009/2010 iterations of the National Survey of Children with Special Health Care Needs, and the 2004 and 2008 panels of the Survey of Income and Program Participation.ResultsPrevalence estimates ranged from 1.8%

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8

McConkey, Roy, Ann Swift, and Jill Titterington. "Changes in Children’s Speech and Language Difficulties from Age Five to Nine: An Irish National, Longitudinal Study." International Journal of Environmental Research and Public Health 18, no. 16 (2021): 8483. http://dx.doi.org/10.3390/ijerph18168483.

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In many countries, information on the prevalence of persistent speech and language disorders in early childhood is sparse due to the lack of nationally representative samples and longitudinal studies. Secondary analysis of data collected on over 7500 Irish children at ages 5 and 9 years, found that the prevalence of speech and language difficulties reported by the primary caregivers of Irish children decreased from one in six at age 5 to one in 12 at age 9. However, one in 20 children were reported to have difficulties at both ages. Regression analysis compared children with difficulties at bo

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9

Dockrell, Julie, and Geoff Lindsay. "Children with Specific Speech and Language Difficulties - the teachers' perspective." Oxford Review of Education 27, no. 3 (2001): 369–94. http://dx.doi.org/10.1080/713688574.

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10

Marshall, Julie. "Provision for Children with Speech and Language Difficulties in Tanzania." International Journal of Disability, Development and Education 44, no. 4 (1997): 341–65. http://dx.doi.org/10.1080/0156655970440405.

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11

Marshall, Julie. "Planning services for Tanzanian children with speech and language difficulties." International Journal of Inclusive Education 1, no. 4 (1997): 357–72. http://dx.doi.org/10.1080/1360311970010405.

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12

Lindsay, Geoff, Julie Dockrell, Becky Letchford, and Clare Mackie. "Self esteem of children with specific speech and language difficulties." Child Language Teaching and Therapy 18, no. 2 (2002): 125–43. http://dx.doi.org/10.1191/0265659002ct231oa.

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13

Dockrell, Julie E., and Geoff Lindsay. "Children with Specific Speech and Language Difficulties—the teachers' perspective." Oxford Review of Education 27, no. 3 (2001): 369–94. http://dx.doi.org/10.1080/03054980120067410.

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Lindsay, Julie E. Dockrell, Geoff. "Children with Specific Speech and Language Difficultiesthe teachers' perspective." Oxford Review of Education 27, no. 3 (2001): 369–94. http://dx.doi.org/10.1080/03054980125168.

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15

Goswami, Usha, H. L. Sharon Wang, Alicia Cruz, Tim Fosker, Natasha Mead, and Martina Huss. "Language-universal Sensory Deficits in Developmental Dyslexia: English, Spanish, and Chinese." Journal of Cognitive Neuroscience 23, no. 2 (2011): 325–37. http://dx.doi.org/10.1162/jocn.2010.21453.

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Studies in sensory neuroscience reveal the critical importance of accurate sensory perception for cognitive development. There is considerable debate concerning the possible sensory correlates of phonological processing, the primary cognitive risk factor for developmental dyslexia. Across languages, children with dyslexia have a specific difficulty with the neural representation of the phonological structure of speech. The identification of a robust sensory marker of phonological difficulties would enable early identification of risk for developmental dyslexia and early targeted intervention.

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16

Baylis, Adriane L., and Lauren L. Madhoun. "Communication and Feeding/Swallowing Disorders in 22q11.2 Deletion Syndrome: A Primer for the Pediatric Speech-Language Pathologist." Perspectives of the ASHA Special Interest Groups 4, no. 4 (2019): 624–32. http://dx.doi.org/10.1044/2019_pers-sig5-2019-0001.

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Purpose Communication disorders are a hallmark feature of 22q11.2 deletion syndrome (22q11DS). Complex feeding and swallowing difficulties are also frequently present in children with this syndrome. Every speech subsystem may be affected in 22q11DS, leading to a variety of speech sound, motor speech, resonance, and/or voice disorders. Language delays and persisting social/pragmatic deficits are also common. Conclusion The speech-language pathologist is key to both the diagnosis and treatment of speech-language difficulties and feeding/swallowing disorders in children with 22q11DS, from birth t

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WATERS, DAPHNE. "Speech motor control in children with phonological acquisition difficulties." International Journal of Language & Communication Disorders 30, S1 (1995): 296–301. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01692.x.

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18

Owen, S. E., and I. A. McKinlay. "Motor difficulties in children with developmental disorders of speech and language." Child: Care, Health and Development 23, no. 4 (1997): 315–25. http://dx.doi.org/10.1046/j.1365-2214.1997.864864.x.

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19

Dockrell, Julie, and Geoff Lindsay. "Meeting the needs of children with specific speech and language difficulties." European Journal of Special Needs Education 15, no. 1 (2000): 24–41. http://dx.doi.org/10.1080/088562500361682.

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20

Kovrigina, Larisa Valentinovna. "To the question about the features of the grammatic impairment of statement in children with bilingualism and speech disorders." Journal of Pedagogical Innovations, no. 2 (July 30, 2021): 72–77. http://dx.doi.org/10.15293/1812-9463.2102.07.

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Modern political and economic trends in the development of society have made certain adjustments to the system of domestic education, which, in turn, has led to the emergence of problems, the existence of which no one even suspected twenty years ago. One of these problems is teaching children in the state language in state schools, for whom the language of everyday communication is not Russian, but the language of one of the small peoples of the Russian Federation. When involved in the educational process, these children find themselves in a forced bilingualism system, which becomes a risk fac

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21

Deacu, Antheia, Stefan Kilyeni, and Constantin Barbulescu. "Correction techniques for language disorders." International Journal of Learning and Teaching 10, no. 3 (2018): 292–99. http://dx.doi.org/10.18844/ijlt.v10i3.1039.

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Logopedics is special pedagogical subject that deals with the prevention and correction of speech defects. Logopedics as a science was formed out of practical and theoretical reasons, extending its area from the language and communication research in relation to the evolution of personality to that of the formulation of laws and methods of language correction, the presentation of verbal difficulties, and verbal behavior stimulation. Speech disorders are determined by a range of causes that act isolated or associated, this is why the causes must be thoroughly known, as to establish the diagnosi

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22

Hearnshaw, Stephanie, Elise Baker, and Natalie Munro. "Speech Perception Skills of Children With Speech Sound Disorders: A Systematic Review and Meta-Analysis." Journal of Speech, Language, and Hearing Research 62, no. 10 (2019): 3771–89. http://dx.doi.org/10.1044/2019_jslhr-s-18-0519.

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Purpose The aim of this study was to conduct a systematic review and meta-analysis to investigate whether preschool- and early school–age children with speech sound disorders (SSDs) have difficulties with speech perception. Method Systematic searching of 8 electronic databases identified 73 eligible studies across 71 articles examining the speech perception skills of children with SSDs. The findings and methodological characteristics of each study were reviewed, and the reporting of methodological information in each article was rated. A meta-analysis was conducted with studies that used the m

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23

Brosseau-Lapré, Françoise, and Jennifer Schumaker. "Perception of Correctly and Incorrectly Produced Words in Children With and Without Phonological Speech Sound Disorders." Journal of Speech, Language, and Hearing Research 63, no. 12 (2020): 3961–73. http://dx.doi.org/10.1044/2020_jslhr-20-00119.

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Purpose The purpose of this study was to examine the perception of correctly and incorrectly produced words in children with and without phonological speech sound disorder (SSD) with similar vocabulary and language skills. Method Thirty-six monolingual English-speaking children aged 4 and 5 years, half with SSD and half with typical speech and language skills, participated in this study. Participants completed standardized speech and language tests as well as a mispronunciation detection task targeting omissions and substitutions of the phonemes /k, s, ɹ/ in five word positions/shapes. Results

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Jin, Fufen, Synnve Schjølberg, Patricia Eadie, Ragnhild Bang Nes, and Espen Røysamb. "Preschool Speech Intelligibility and 8-Year Literacy: A Moderated Mediation Analysis." Journal of Speech, Language, and Hearing Research 63, no. 10 (2020): 3380–91. http://dx.doi.org/10.1044/2020_jslhr-19-00394.

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Purpose The aims of this study were (a) to examine the relationship between speech intelligibility at the age of 5 years and literacy skills at the age of 8 years, (b) to explore the possible mediating or moderating role of broader language skills at 5 years in the relationship of interest, and (c) to assess whether the potential risk factors (child gender; maternal education levels; and family history of speech, language, reading, and writing difficulties) influence the relationship between speech intelligibility and literacy in terms of moderated mediation effects. Method We used mother-repo

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25

Zeglam, Adel M., and Ameena Maouna. "Is there a need for a focused health care service for children with autistic spectrum disorders? A keyhole look at this problem in Tripoli, Libya." Autism 16, no. 4 (2011): 337–39. http://dx.doi.org/10.1177/1362361310393535.

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Background Autism is a global disorder, but relatively little is known about its presentation and occurrence in many developing countries, including Libya. Aims To estimate the prevalence of autistic spectrum disorders in children referred to Al-Khadra hospital (KH). To increase the awareness among pediatrician and primary health care providers of the importance of considering autism in children presenting with speech and language disorders. Methods Prospective hospital-based study of all children referred to a neurodevelopment clinic between 2005 and 2009 with the diagnosis of either speech a

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ENGBERG-PEDERSEN, ELISABETH, and RIKKE VANG CHRISTENSEN. "Mental states and activities in Danish narratives: children with autism and children with language impairment." Journal of Child Language 44, no. 5 (2016): 1192–217. http://dx.doi.org/10.1017/s0305000916000507.

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AbstractThis study focuses on the relationship between content elements and mental-state language in narratives from twenty-seven children with autism (ASD), twelve children with language impairment (LI), and thirty typically developing children (TD). The groups did not differ on chronological age (10;6–14;0) and non-verbal cognitive skills, and the groups with ASD and TD did not differ on language measures. The children with ASD and LI had fewer content elements of the storyline than the TD children. Compared with the TD children, the children with ASD used fewer subordinate clauses about the

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Rosmala, Dewi, Arini Nurul Hidayati, and Fuad Abdullah. "Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration." J-SHMIC : Journal of English for Academic 8, no. 1 (2021): 86–96. http://dx.doi.org/10.25299/jshmic.2021.vol8(1).6305.

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Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through in

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Montgomery, James W. "Understanding the Language Difficulties of Children With Specific Language Impairments." American Journal of Speech-Language Pathology 11, no. 1 (2002): 77–91. http://dx.doi.org/10.1044/1058-0360(2002/009).

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Many children with specific language impairment (SLI) demonstrate deficits in both verbal working memory (VWM) and language. Among child language researchers, the debate continues whether these two deficits are related. In this article, I take the position that there is indeed a connection between SLI and VWM. I review evidence suggesting that the lexical/morphological learning and sentence comprehension problems of many of these children are associated with deficient VWM abilities. Evidence is also reviewed for the possibility that deficient VWM provides a clinical marker of SLI. I end by off

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Dockrell, Julie E., Geoff Lindsay, Becky Letchford, and Clare Mackie. "Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers." International Journal of Language & Communication Disorders 41, no. 4 (2006): 423–40. http://dx.doi.org/10.1080/13682820500442073.

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30

Lebedeva, T. V. "A new Approach to the Study of Russian Language Acquisition in Preschool Children with Normal and Abnormal Development." Psychological-Educational Studies 6, no. 3 (2014): 243–54. http://dx.doi.org/10.17759/psyedu.2014060323.

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We discuss the possibilities of using a standardized method of psychological evaluation of the Russian language development in preschool children. We provide a rationale for the relevance of timely differentiation of children with language and speech difficulties in modern educational practice. We present the results of comparative analysis of language and speech development in the two groups of children 5-6 years old: normally developing (N=92) and with language and speech disorders (N=59). We describe the diagnostic potential of this research tool for clinical sample of children with speech

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Mirrett, Penny L., Joanne E. Roberts, and Johanna Price. "Early Intervention Practices and Communication Intervention Strategies for Young Males With Fragile X Syndrome." Language, Speech, and Hearing Services in Schools 34, no. 4 (2003): 320–31. http://dx.doi.org/10.1044/0161-1461(2003/026).

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Purpose: This study describes speech-language pathologists’ impressions of the communication difficulties of young males with fragile X syndrome (FXS) and the need for both syndrome-specific and individualized interventions. The findings of a regional study that identified speech-language pathologists’ impressions of the speech, language, and behavioral difficulties experienced by males with FXS and an array of interventions used by speech-language pathologists to improve communication skills for these children are reported. Methods: Fifty-one speech-language pathologists providing interventio

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Wren, Yvonne. "“He'll Grow out of it Soon—Won't He?”—The Characteristics of Older Children's Speech When They Do—and Don't—Grow out of it." Perspectives on School-Based Issues 16, no. 2 (2015): 25–36. http://dx.doi.org/10.1044/sbi16.2.25.

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Speech sound disorder is a common reason for referral to speech and language therapy services in the early years. While for some children, their difficulties are transitory and they either respond to intervention or their difficulties resolve, for others, their speech sound difficulties evolve into persistent speech disorder (PSD). The purpose of this article is to provide information on the features of PSD and how to assess children with PSD in order to identify the full range and limits of their speech sound system. Reference is made to ALSPAC, a large longitudinal population study, regardin

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Newbold, Elisabeth Joy, Joy Stackhouse, and Bill Wells. "Tracking change in children with severe and persisting speech difficulties." Clinical Linguistics & Phonetics 27, no. 6-7 (2013): 521–39. http://dx.doi.org/10.3109/02699206.2013.790479.

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Roseberry-McKibbin, Celeste. "Assessment and Intervention for Children With Limited English Proficiency and Language Disorders." American Journal of Speech-Language Pathology 3, no. 3 (1994): 77–88. http://dx.doi.org/10.1044/1058-0360.0303.77.

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The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. T

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35

Marshman, Alison. "Book Review: Supporting children with speech and language impairment and associated difficulties." Child Language Teaching and Therapy 20, no. 3 (2004): 320–21. http://dx.doi.org/10.1177/026565900402000308.

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36

Gillon, Gail, Brigid McNeill, Amanda Denston, Amy Scott, and Angus Macfarlane. "Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties." Topics in Language Disorders 40, no. 4 (2020): 357–74. http://dx.doi.org/10.1097/tld.0000000000000233.

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Đorđević, Srboljub, Dragana Stanojević, Siniša Stojanović, and Lucija Đorđević. "ARTICULATION OF CHILDREN IN PRESCHOOL PREPARATORY PROGRAM." Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, no. 1 (2017): 023. http://dx.doi.org/10.22190/futlte170424003d.

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The development of speech and language culture of pre-school children is one of important (if not the most important) tasks of preschool education. The paper contains the results of research on pronunciation of preschool children realized on a sample of 119 children of pre-school preparatory program. We have presented a standardized test of articulation. Research has highlighted the particular importance of early treatment of disorders in sound pronunciation of preschool children. Early identification of difficulties in pronunciation of children provides more adequate help and support from tea

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Tambyraja, Sherine R., Kelly Farquharson, and Laura Justice. "Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors." Journal of Speech, Language, and Hearing Research 63, no. 11 (2020): 3714–26. http://dx.doi.org/10.1044/2020_jslhr-20-00108.

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Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more f

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Tyler, Ann A. "Integrated Speech and Language Interventions." Perspectives of the ASHA Special Interest Groups 1, no. 1 (2016): 66–74. http://dx.doi.org/10.1044/persp1.sig1.66.

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It is known that linguistic domains interact as they develop in parallel alongside developing speech production processes. For children with compromised linguistic systems, interactions across domains present challenges and opportunities when considering interventions. The frequently encountered population of children with co-occurring speech sound disorder (SSD) and expressive language impairment are the focus of this article. This population is at increased risk for long-term language and literacy difficulties that impact education, social participation, and vocational outcomes. Integrated i

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O'Hare, Anne, and Lynne Bremner. "Management of developmental speech and language disorders: Part 1." Archives of Disease in Childhood 101, no. 3 (2015): 272–77. http://dx.doi.org/10.1136/archdischild-2014-307394.

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The identification of developmental problems in a child's acquisition of speech, language and/or communication is a core activity in child surveillance. These are common difficulties with up to 15% of toddlers being ‘late talkers’ and 7% of children entering school with persisting impairments of their language development. These delays can confer disadvantages in the long term, adversely affecting language, cognition, academic attainment, behaviour and mental health. All children presenting with significant speech and language delay should be investigated with a comprehensive hearing assessmen

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Matte-Landry, Alexandra, Michel Boivin, Laurence Tanguay-Garneau, et al. "Children With Persistent Versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School." Journal of Speech, Language, and Hearing Research 63, no. 11 (2020): 3760–74. http://dx.doi.org/10.1044/2020_jslhr-20-00230.

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Purpose The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method Children with persistent language delay ( n = 30), transient language delay ( n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results Children with persistent language delay continued to show language difficultie

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Joffe, Beverly S., Janet Doyle, and Claire Penn. "The persisting communicative difficulties of 'remediated' language-impaired children." International Journal of Language & Communication Disorders 31, no. 4 (1996): 369–85. http://dx.doi.org/10.3109/13682829609031328.

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Jackson, Sally A., Dilys A. Treharne, and Jill Boucher. "Rhythm and language in children with moderate learning difficulties." International Journal of Language & Communication Disorders 32, no. 1 (1997): 99–108. http://dx.doi.org/10.3109/13682829709021463.

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FRY, JANE, and ALISON NICHOLAS. "Group therapy for dysfluent children with coexisting language difficulties." International Journal of Language & Communication Disorders 30, S1 (1995): 485. http://dx.doi.org/10.1111/j.1460-6984.1995.tb01739.x.

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Maszewska, Sylwia. "Music therapy as an augmentative method in practicing speech‑language pathology." Logopaedica Lodziensia, no. 1 (December 30, 2017): 79–89. http://dx.doi.org/10.18778/2544-7238.01.07.

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The article presents therapeutic actions toward restoring linguistic and communicative competence, and its aim is to show how music therapy enriches the methods of speech‑language rehabilitation. The rise of music therapy and speech‑language pathology as scientific disciplines was gradual and started almost exactly at the same juncture, i.e. at the beginning of the 20th century. The origins of both go back in time to the remote past, and both are characterized by an interdisciplinary nature. The methods of music therapy are in line with the speech‑language therapy scenario:– eurhythmics, initi

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Law, James, Zoe Garrett, and Chad Nye. "The Efficacy of Treatment for Children With Developmental Speech and Language Delay/Disorder." Journal of Speech, Language, and Hearing Research 47, no. 4 (2004): 924–43. http://dx.doi.org/10.1044/1092-4388(2004/069).

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A meta-analysis was carried out of interventions for children with primary developmental speech and language delays/disorders. The data were categorized depending on the control group used in the study (no treatment, general stimulation, or routine speech and language therapy) and were considered in terms of the effects of intervention on expressive and receptive phonology, syntax, and vocabulary. The outcomes used in the analysis were dependent on the aims of the study; only the primary effects of intervention are considered in this review. These were investigated at the level of the target o

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Lazarevic, Emilija, and Lazar Tenjovic. "Understanding of subordinate clauses in the language of dysphasic children." Zbornik Instituta za pedagoska istrazivanja 39, no. 2 (2007): 397–411. http://dx.doi.org/10.2298/zipi0702397l.

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This paper presents the results of the research of peculiarities of syntactic development, as an element of language structure on the grammatical level of children suffering from developmental dysphasia, after the completed speech pathology treatment of many years. Syntactic level at younger school age was studied by assessing language competence in the accomplishment of communicative sentence with subordinate clause. The research was performed on the samples of children at school age in regular primary schools in Belgrade. The sample comprised 160 respondents who were divided in two groups: t

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Gillon, Gail T. "The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment." Language, Speech, and Hearing Services in Schools 31, no. 2 (2000): 126–41. http://dx.doi.org/10.1044/0161-1461.3102.126.

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Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonologica

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Hadley, Pamela A., and Mabel L. Rice. "Conversational Responsiveness of Speech- and Language-Impaired Preschoolers." Journal of Speech, Language, and Hearing Research 34, no. 6 (1991): 1308–17. http://dx.doi.org/10.1044/jshr.3406.1308.

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The purpose of this study was to describe preschoolers’ conversational responsiveness in an integrated classroom setting. Variables of primary interest were the types of responses as a function of the conversational partner. The children were categorized according to language ability: normally developing, marginal (children previously diagnosed as language or speech impaired, but now functioning within the normal range), language impaired (LI), and speech impaired (SI). They were observed during free play. Differences in response types were apparent between groups with both adult and peer part

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Davison, Megan Dunn, and Cathy Huaqing Qi. "Language Teaching Strategies for Preschool English Learners." Perspectives of the ASHA Special Interest Groups 2, no. 1 (2017): 170–78. http://dx.doi.org/10.1044/persp2.sig1.170.

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English learners (ELs) present a unique and growing population in preschool settings in the United States. Therefore, it is important for speech-language pathologists (SLPs) to understand the best evidence in enhancing the language abilities in preschool children who present with language learning difficulties and who are also learning more than one language. The purpose of this review is to provide an analysis of current language strategies shown to be effective in enhancing the language outcomes of preschool children who are English learners. These strategies include shared book reading appr

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