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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...8 Hits 1 – 20 of 151 1 Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists Lowe, H.; Henry, L.; Wallinger, J.. - : SAGE Publications, 2022 BASE Show details 2 Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists Joffe, V.; Wallinger, J.; Henry, L.. - : Sage, 2022 BASE Show details 3 Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy Nilsson, K.; Danielsson, H.; Elwér, Å.. - : Ubiquity Press, 2021 BASE Show details 4 Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading Samuelsson, S.; Nilsson, K.; Henry, L.. - : Ubiquity Press, 2021 BASE Show details 5 A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial Rowe, A.; Titterington, J.; Holmes, J.. - : BioMed Central, 2021 BASE Show details 6 Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review Rowe, A.; Titterington, J.; Holmes, J.. - : Elsevier, 2019 BASE Show details 7 The effectiveness of classroom vocabulary intervention for adolescents with language disorder Lowe, H.; Henry, L.; Joffe, V.. - : American Speech-Language-Hearing Association, 2019 Abstract: Purpose Phonological-semantic intervention has been shown to be effective in enhancing the vocabulary skills of children with language disorder in small-group or individual settings. Less is known about vocabulary interventions for adolescents with language disorder in whole-class models of delivery. The current study investigated the effectiveness of phonological-semantic vocabulary intervention for adolescents with language disorder, delivered by secondary school teachers within science lessons. Methods Seventy-eight adolescents with language disorder, aged 11 – 13 years, were taught science curriculum words by teachers in class, under two conditions: 1) 10 words taught through usual teaching practice; and 2) 10 matched words taught using an experimental intervention known as Word Discovery, which embedded phonological-semantic activities into the teaching of the syllabus. Ten similar control words received no intervention. Word knowledge was assessed pre-intervention, post-intervention, and follow-up. Results At pre-intervention, measures of depth of word knowledge and expressive word use did not differ between usual teaching practice and experimental words. At post-intervention, depth of knowledge of experimental words was significantly greater than that of usual teaching practice words. This significant advantage was not maintained at follow-up, although depth of knowledge for experimental words remained significantly higher at follow-up than at preintervention. At post-intervention, expressive use of experimental words was significantly greater than that of usual teaching practice words, and this significant difference was maintained at follow-up. There was no change in students’ depth of knowledge or expressive use of no-intervention words over time, confirming that the findings were not due to maturity or practice effects. Conclusion The experimental intervention was more effective than usual teaching practice in increasing the word knowledge of participants. Clinical and teaching implications include the importance of intervening during the adolescent years, with classroom vocabulary intervention being a viable option for collaborative teacher and speech and language therapy/pathology practice. Keyword: P Philology. Linguistics; RJ101 Child Health. Child health services URL: https://openaccess.city.ac.uk/id/eprint/22105/1/Vocab_Intervention%20study%20paper%20April%202019_Lowe%20et%20al.pdf https://doi.org/10.1044/2019_JSLHR-L-18-0337 https://openaccess.city.ac.uk/id/eprint/22105/ BASE Hide details 8 Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study Poloczek, S.; Henry, L.; Messer, D. J.. - : Taylor & Francis (Routledge), 2019 BASE Show details 9 Eyewitness identification in child witnesses on the autism spectrum Wilcock, R.; Crane, L.; Hobson, Z.. - 2019 BASE Show details 10 Education and memory : seven ways the science of memory can improve classroom learning Putnam, Adam L.; Roediger, Henry L. In: Learning & memory (Hoboken, NJ, 2018), p. 169-214 MPI für Psycholinguistik Show details 11 Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews Henry, L.; Crane, L.; Nash, G.. - : Kluwer Academic/Plenum Publishers, 2017 BASE Show details 12 Vocabulary intervention for adolescents with language disorder: a systematic review Lowe, H.; Henry, L.; Muller, L-M.. - : Wiley, 2017 BASE Show details 13 Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems? Messer, D. J.; Henry, L.; Zięcik, A. P.. - : John Wiley & Sons Inc., 2017 BASE Show details 14 Hearing and Balance Disorders in the State of Hawai‘i: Demographics and Demand for Services Shaikh, Mohsin Ahmed M; Hall, James W; McManus, Cindy. - : University Clinical, Education & Research Associate (UCERA), 2017 BASE Show details 15 Developmental delays in speech coding among children with Down syndrome and William’s syndrome Danielsson, H.; Henry, L.; Messer, D.M.. - : Elsevier, 2016 BASE Show details 16 Working memory and developmental language impairments Henry, L.; Botting, N.. - : SAGE Publications (UK and US), 2016 BASE Show details 17 The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments Messer, D. J.; Henry, L.; Nash, G.. - : Wiley, 2016 BASE Show details 18 Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study Henry, L.; Schuchardt, K.; Messer, D. J.. - : Elsevier, 2016 BASE Show details 19 Executive functions in adults with developmental dyslexia Smith-Spark, J. H.; Henry, L.; Messer, D. J.. - : Elsevier, 2016 BASE Show details 20 Executive functioning and verbal fluency in children with language difficulties Henry, L.; Messer, D. J.; Nash, G.. - 2015 BASE Show details Page: 1 2 3 4 5...8

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