Subtypes of Severe Speech and Language Impairments: Psychometric Evidence From 4-Year-Old Children in the Netherlands
- Basic Auditory Processing Skills and Specific Language Impairment: A New Look at an Old Hypothesis. Corriveau, Kathleen; Pasquini, Elizabeth; Goswami, Usha // Journal of Speech, Language & Hearing Research;Jun2007, Vol. 50 Issue 3, p647
Purpose: To explore the sensitivity of children with specific language impairment (SLI) to amplitude-modulated and durational cues that are important for perceiving suprasegmental speech rhythm and stress patterns. Method: Sixty-three children between 7 and 11 years of age were tested, 21 of...
- Auditory-Visual Integration for Speech by Children With and Without Specific Language Impairment. Norrix, Linda W.; Plante, Elena; Vance, Rebecca; Boliek, Carol A. // Journal of Speech, Language & Hearing Research;Dec2007, Vol. 50 Issue 6, p1639
Purpose: It has long been known that children with specific language impairment (SLI) can demonstrate difficulty with auditory speech perception. However, speech perception can also involve the integration of both auditory and visual articulatory information. Method: Fifty-six preschool...
- The creation and pilot validation of the Greek test for auditory discrimination (in minimal pairs) for pre -school children. Tafiadis, Dionysios; Chorozopoulou, Eugenia; Tsanousa, Eupraxia; Tafiadi, Maria // Annals of General Psychiatry;2008 Supplement 1, Vol. 7, Special section p1
Background The present research was the creation and pilot validation of the T.A.D. (test of auditory discrimination in minimal pairs) for the Greek population. T.A.D. was created to diagnose the ability of auditory discrimination in pre - school children. Materials and methods In this research...
- Speech and language delays. // Pediatrics for Parents;1995, Vol. 16 Issue 1, p9
Reports on the delay in the recovery of American children with speech and language impairments according to a study originally published in the September 1994 issue of the `Journal of the American Academy of Child and Adolescent Psychiatry.'
- Fourteen-Year Follow-Up of Children With and Without Speech/Language Impairments: Speech/Language Stability and Outcomes. Johnson, Carla J.; Beitchman, Joseph H.; Young, Arlene; Escobar, Michael; Atkinson, Leslie; Wilson, Beth; Brownlie, E. B.; Douglas, Lori; Taback, Nathan; Lam, Isabel; Wang, Min // Journal of Speech, Language & Hearing Research;Jun1999, Vol. 42 Issue 3, p744
Presents information on the outcomes of a longitudinal study of a community sample of children with or without speech and language impairments. Methodology; Speech and language assessments; Criteria for determining speech impairment; Clinical judgment criteria for language impairment.
- Meeting the needs of children with speech language and communication needs: a critical perspective on inclusion and collaboration. Lindsay, Geoff; Dockrell, Julie // Child Language Teaching & Therapy;Jun2002, Vol. 18 Issue 2, p91
Editorial. Introduces several articles on the needs of children with speech and language disorders.
- Speech and Language Delay: What Does This Mean for My Child? // American Family Physician;6/1/1999, Vol. 59 Issue 11, p3135
Provides information on speech and language delay in children. Symptoms of speech delay; Causes of speech delay; Diagnosis and treatment.
- Individual Differences in Handedness and Specific Speech and Language Impairment: Evidence Against a Genetic Link. Bishop, D.V.M. // Behavior Genetics;
Data from two twin studies were used to address two related questions. First, is there any association between handedness and specific speech and language impairment (SSLI) in children? Second, is there genetic influence on individual differences in handedness and, if so, are the same genes...
- Paradigms of teaching and learning: Is one view the best? Kamhi, Alan G. // Language, Speech & Hearing Services in Schools;Jul94, Vol. 25 Issue 3, p194
Reviews principles and shortcomings associated with the Newtonian mechanistic and holistic constructivist paradigms of teaching and learning in children with speech and language disorders. Variations in children's method of learning.