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Direct linkGillon, Gail; McNeill, Brigid; Denston, Amanda; Scott, Amy; Macfarlane, Angus – Topics in Language Disorders, 2020
This study investigated the response to class-wide phonological awareness and oral language teaching for 40 children who entered school with speech and language difficulties. A stepped wedge research design was adopted to compare the immediate impact of the 10-week teacher-led instruction. The progress of the children with speech and language…
Descriptors: Evidence Based Practice, Phonological Awareness, Oral Language, Speech Impairments
Murphy, Aoife; Franklin, Sue; Breen, Annemarie; Hanlon, Molly; McNamara, Aoife; Bogue, Aine; James, Emily – Child Language Teaching and Therapy, 2017
Young people from areas of socioeconomic disadvantage (SED) are more likely to present with language difficulties, particularly vocabulary difficulties. Studies have shown the effectiveness of vocabulary interventions for children with language impairment but not for adolescents from areas of SED. This article aims to establish the effectiveness…
Descriptors: Adolescents, Teaching Methods, Vocabulary Development, Secondary School Students
Wagovich, Stacy A.; Pak, Youngju; Miller, Margaret D. – American Journal of Speech-Language Pathology, 2012
Purpose: Natural reading experiences provide an opportunity for the development of orthographic word knowledge as well as other forms of partial word knowledge. The purpose of this study was to compare the orthographic word knowledge growth of school-age children with relatively low language skills (LL group) to that of age- and gender-matched…
Descriptors: Vocabulary Development, Story Reading, Skill Development, Check Lists
