| 41 |
"Are We Excavating Today?" A Portrait of Vocabulary-Enhanced Intervention Practices
|
|
|
|
In: Reading Horizons: A Journal of Literacy and Language Arts (2021)
|
|
BASE
|
|
Show details
|
|
|
| 42 |
Mettre en œuvre des activités de classification de verbes de déplacement à l'école primaire
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
| 43 |
Mise en œuvre de la recherche en didactique dans un centre universitaire de FLE : démarches, atouts et contraintes.
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
| 44 |
A didatização do humor em aula de língua materna e de francês língua estrangeira
|
|
|
|
BASE
|
|
Show details
|
|
|
| 45 |
Intervention Techniques Targeting Echolalia: A Systematic Review
|
|
|
|
BASE
|
|
Show details
|
|
|
| 46 |
Δυσκολίες στην κατάκτηση της ορθογραφίας σε ελληνόφωνους μαθητές με δυσλεξία κατά την εκμάθηση της αγγλικής ως δεύτερης/ξένης γλώσσας ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 47 |
The effect of automated fluency feedback on written text production
|
|
|
|
In: Graduate Theses and Dissertations (2020)
|
|
BASE
|
|
Show details
|
|
|
| 48 |
Waiting for speech-language pathology services: a randomised controlled trial comparing therapy, advice and device
|
|
|
|
BASE
|
|
Show details
|
|
|
| 49 |
Health-related quality of life, service utilization and costs of low language: A systematic review
|
|
|
|
BASE
|
|
Show details
|
|
|
| 50 |
The Effects of Parent-Implemented Language Interventions on Child Linguistic Outcomes: A Meta-Analysis
|
|
|
|
In: ETSU Faculty Works (2020)
|
|
BASE
|
|
Show details
|
|
|
| 51 |
L’évaluation psychologique avec interprète : une pratique en 3 phases (l’avant — le pendant — l’après)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 52 |
Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project
|
|
|
|
In: International Journal for the Scholarship of Teaching and Learning (2020)
|
|
BASE
|
|
Show details
|
|
|
| 53 |
Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 54 |
Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities
|
|
|
|
In: J Speech Lang Hear Res (2020)
|
|
BASE
|
|
Show details
|
|
|
| 55 |
Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?
|
|
|
|
In: J Speech Lang Hear Res (2020)
|
|
Abstract:
PURPOSE: Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice. METHOD: The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks. CONCLUSIONS: Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students. PRESENTATION VIDEO: https://doi.org/10.23641/asha.13063793
|
|
Keyword:
Forum: Advances in Specific Language Impairment Research & Intervention
|
|
URL: https://doi.org/10.1044/2020_JSLHR-20-00118
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062153/
http://www.ncbi.nlm.nih.gov/pubmed/33064604
|
|
BASE
|
|
Hide details
|
|
|
| 56 |
Causal Pathways for Specific Language Impairment: Lessons From Studies of Twins
|
|
|
|
In: J Speech Lang Hear Res (2020)
|
|
BASE
|
|
Show details
|
|
|
| 57 |
Semantic feature effects on SFA treatment outcomes (Evans et al., 2020)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 58 |
Global coherence in aphasia during conversation (Leaman & Edmonds, 2020)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 60 |
Advances in Specific Language Impairment Research and Intervention: An Overview of Five Research Symposium Papers
|
|
|
|
In: J Speech Lang Hear Res (2020)
|
|
BASE
|
|
Show details
|
|
|
|
|
