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Language Sample Analysis in Spanish-Speaking Children: Methodological Considerations.
Peer reviewed Peer reviewed
Gutierrez-Clellen, Vera F.; Restrepo, M. Adelaida; Bedore, Lisa; Pena, Elizabeth; Anderson, Raquel – Language, Speech, and Hearing Services in Schools, 2000
This article discusses issues related to selection and development of language assessment procedures for children who speak Spanish and English based on spontaneous language samples and shows how available procedures can be applied to research and clinical aims with these children. Sociolinguistic influences in Spanish-speaker language performance…
Descriptors: Children, Cultural Differences, Cultural Influences, Discourse Analysis
A Whole-World Approach to Phonological Analysis and Intervention.
Peer reviewed Peer reviewed
Ingram, David; Ingram, Kelly D. – Language, Speech, and Hearing Services in Schools, 2001
This article introduces a whole-word approach to phonological analysis and demonstrates the approach by conducting an analysis and outlining treatment recommendations for a child with phonological disability. Rationale for using a whole-word approach and also for defining phonological typologies are presented, along with four components of a…
Descriptors: Case Studies, Child Development, Children, Elementary Secondary Education
Complexity in Phonological Treatment: Clinical Factors.
Peer reviewed Peer reviewed
Gierut, Judith A. – Language, Speech, and Hearing Services in Schools, 2001
The construct of complexity has been advanced as a variable in the efficacy of treatment for children with functional phonological disorders. This article focuses on clinical complexity as it influences selection of target sounds, with three clinical factors reviewed: consistency of error, normative age of acquisition, and number of errors.…
Descriptors: Age, Child Development, Children, Developmental Stages