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Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review
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In: ISSN: 0161-1461 ; EISSN: 1558-9129 ; Language, Speech, and Hearing Services in Schools ; https://hal.archives-ouvertes.fr/hal-03327754 ; Language, Speech, and Hearing Services in Schools, American Speech-Language-Hearing Association, 2021, 52 (4), pp.1127-1140. ⟨10.1044/2021_LSHSS-20-00086⟩ (2021)
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Measuring early child development across low and middle-income countries: A systematic review ...
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Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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sj-pdf-1-fla-10.1177_0142723721989471 – Supplemental material for Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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sj-pdf-1-fla-10.1177_0142723721989471 – Supplemental material for Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review ...
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Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues
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Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues
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The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School
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In: Front Psychol (2020)
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The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish
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In: Front Psychol (2020)
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What type of spelling errors do children and adolescents with Developmental Language Disorder produce? A review of the literature across European languages
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In: Child Language Symposium ; https://hal.archives-ouvertes.fr/hal-02100002 ; Child Language Symposium, Jul 2019, Sheffield, United Kingdom (2019)
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Conceções dos professores portugueses sobre multilinguismo e práticas educativas em salas de aula multilingues
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Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ...
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Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years ...
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Spelling with DLD: A cross-linguistic analysis of the spelling errors produced by French and English students at the end of primary school
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In: 25th Annual Conference of SSR ; https://hal.archives-ouvertes.fr/hal-02054849 ; 25th Annual Conference of SSR, 2018, Brighton, United Kingdom (2018)
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Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages
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In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-01950063 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2018, pp.1-32. ⟨10.1080/10888438.2018.1491584⟩ (2018)
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Bellair, Jude; Grist, Mandy; Westerveld, Marleen; Lynham, Stephanie; Taylor, Cate; Gallagher, Aoife; Cohen, Nancy; Thompson, Paul A.; Norbury, Courtenay; McCartney, Elspeth; O'Hare, Anne; Baird, Gillian; Leonard, Laurence; O'Toole, Ciara; Mathura, Narad; Volden, Joanne; Tager-Flusberg, Helen; Huneke, Alison; Murphy, Carol-Anne; Adams, Catherine; Stringer, Helen; Redmond, Sean; Restrepo, Laida; Dockrell, Julie; Carter, Glenn; Lascelles, Linda; Whitehouse, Andrew; Speake, Jane; Purdy, Suzanne; Cardy, Janis Oram; Clegg, Judy; Rice, Mabel; Tannock, Rosemary; Ebbels, Susan; Archibald, Lisa; Bishop, Dorothy V. M.; Kedge, Sally; Slonims, Vicky; Krishnan, Saloni; McNeill, Brigid; Hartshorne, Mary; Tomblin, Bruce; Law, James; Brownlie, Elizabeth; Arnold, Elina Mainela; McKean, Cristina; Gore-Langton, Emma; Snow, Pamela; Morgan, Angela; Spencer, Sarah; Gibbs, Simon; Clark, Becky; Boyle, Christopher; Dunn, Janet; Conti-Ramsden, Gina; Paul, Rhea; Bauer, Ann; Greenhalgh, Trisha; Joanisse, Marc; Klee, Thomas; Snowling, Margaret J.. - : WILEY, 2017
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Abstract:
BACKGROUND: Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. METHODS: The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. RESULTS: We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co‐occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. CONCLUSIONS: This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. ; This work was supported by Wellcome Trust Programme Grant no. 082498/Z/07/Z. The authors thank Holly Thornton and Denise Cripps for their help in running the CATALISE project and Pauline Frizelle, Helen Murrell and Yvonne Wren for comments on an earlier draft. CATALISE stands for Criteria and Terminology Applied to Language Impairments: Synthesising the Evidence. This paper was handled by the Editor-in-Chief and has undergone the normal external peer review. (082498/Z/07/Z - Wellcome Trust Programme) ; Published version
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Keyword:
Autism spectrum disorder; CATALISE-2 consortium; Children; Clinical sciences; Cognitive science; Consensus; Definitions; Delphi technique; developmental; Developmental & child psychology; Developmental language disorder; Humans; Impairment; Language Development Disorders; Life sciences & biomedicine; Long-term consistency; Outcomes; Psychiatry; Psychology; Risk factors; Risk-factors; Science & technology; Social sciences; Specific language impairment; Speech; Speech/language profiles; Terminology; Terminology as topic; Verbal working-memory
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URL: https://doi.org/10.1111/jcpp.12721
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000411064900002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e74115fe3da270499c3d65c9b17d654
https://hdl.handle.net/2144/33292
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