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Puhlman, Jane E.; Wood, Carla L. – Communication Disorders Quarterly, 2020
There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to…
Descriptors: Phonological Awareness, Deafness, Hearing Impairments, Speech Language Pathology
Storkel, Holly L.; Komesidou, Rouzana; Pezold, Mollee J.; Pitt, Adrienne R.; Fleming, Kandace K.; Romine, Rebecca Swineburn – Language, Speech, and Hearing Services in Schools, 2019
Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment…
Descriptors: Vocabulary Development, Definitions, Developmental Disabilities, Language Impairments
Taylor, Anna Louise; Calder, Samuel David; Pogorzelski, Simmone; Koch, Lauren – Child Language Teaching and Therapy, 2021
Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A…
Descriptors: Developmental Delays, Language Impairments, Oral Language, Intervention