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"Are We Excavating Today?" A Portrait of Vocabulary-Enhanced Intervention Practices
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In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
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42 |
Mettre en œuvre des activités de classification de verbes de déplacement à l'école primaire
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-02978093 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2020, ⟨10.4000/lidil.8266⟩ ; http://journals.openedition.org/lidil/8266 (2020)
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43 |
Mise en œuvre de la recherche en didactique dans un centre universitaire de FLE : démarches, atouts et contraintes.
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In: Recherches en didactique des langues et des cultures ; https://hal.archives-ouvertes.fr/hal-03221352 ; Recherches en didactique des langues et des cultures, 2020, 17 (3), ⟨10.4000/rdlc.8157⟩ (2020)
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44 |
A didatização do humor em aula de língua materna e de francês língua estrangeira
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45 |
Intervention Techniques Targeting Echolalia: A Systematic Review
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46 |
Δυσκολίες στην κατάκτηση της ορθογραφίας σε ελληνόφωνους μαθητές με δυσλεξία κατά την εκμάθηση της αγγλικής ως δεύτερης/ξένης γλώσσας ...
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47 |
The effect of automated fluency feedback on written text production
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In: Graduate Theses and Dissertations (2020)
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48 |
Waiting for speech-language pathology services: a randomised controlled trial comparing therapy, advice and device
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49 |
Health-related quality of life, service utilization and costs of low language: A systematic review
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50 |
The Effects of Parent-Implemented Language Interventions on Child Linguistic Outcomes: A Meta-Analysis
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In: ETSU Faculty Works (2020)
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Abstract:
Intervening early is important to minimize persistent difficulties in language and related domains in young children with or at-risk for language impairment (LI; Rescorla, 2009). Because language is first learned in caregiver–child interactions, parent-implemented interventions are potentially an important early intervention for children with or at-risk for LI. Previous meta-analyses have examined outcomes of parent-implemented interventions for children with primary and secondary LI, but have not included children at-risk for LI due to low SES. A systematic review of the literature identified 25 randomized controlled trials of parent-implemented language interventions examining linguistic outcomes for young children. Studies included 1734 participants (M = 3.7 years) with or at-risk for LI due to low SES. Results of these meta-analyses indicated modest improvements in expressive vocabulary and small improvements in expressive language for children with or at-risk for LI. The effect size for expressive vocabulary outcomes was significant for shared book reading interventions (g = 0.37, 95% CI [0.15–0.59]) and interventions implemented in play and/or routines (g = 0.50, 95% CI [0.05–0.95]). The effect size for expressive language was significant (g = 0.42, 95% CI [0.19–0.65]), but not for receptive language (g = 0.07, ns), and the effect size for receptive vocabulary was not significant (g = 0.18, ns). Sub-group analyses for expressive vocabulary and expressive language indicated moderate to large significant effects for children with or at-risk for primary LI and smaller, non-significant effects for children with Autism Spectrum Disorder. Findings are generally consistent with a previous meta-analysis (Roberts and Kaiser, 2011), indicating parent-implemented language interventions may have positive effects on linguistic outcomes for young children with or at-risk for LI. Limited measures of parent training procedures and varied measures of parent outcomes limited the analysis of how child outcomes were achieved.
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Keyword:
Early Childhood Education; language intervention; meta-analysis; parent training
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URL: https://doi.org/10.1016/j.ecresq.2018.12.006 https://dc.etsu.edu/etsu-works/9145
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51 |
L’évaluation psychologique avec interprète : une pratique en 3 phases (l’avant — le pendant — l’après)
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52 |
Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project
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In: International Journal for the Scholarship of Teaching and Learning (2020)
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53 |
Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ...
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54 |
Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities
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In: J Speech Lang Hear Res (2020)
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55 |
Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?
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In: J Speech Lang Hear Res (2020)
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56 |
Causal Pathways for Specific Language Impairment: Lessons From Studies of Twins
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In: J Speech Lang Hear Res (2020)
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57 |
Semantic feature effects on SFA treatment outcomes (Evans et al., 2020)
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58 |
Global coherence in aphasia during conversation (Leaman & Edmonds, 2020)
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60 |
Advances in Specific Language Impairment Research and Intervention: An Overview of Five Research Symposium Papers
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In: J Speech Lang Hear Res (2020)
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