Pub Date : 2022-02-01DOI: 10.1177/02656590221095762
J. Clegg, V. Joffe
This new journal will be concerned with the principles and practice of teaching language handicapped children, especially in relation to the demands made upon them by the curriculum. The range of handicap primarily relates to children who have been variously labelled speech or language disordered, aphasic, dyslexic, children with special (language) needs, or with language learning disabilities, but will also include children whose communication problems arise from deafness, or from any form of physical or mental handicap. Each issue will feature major articles, notes and discussion, reviews, letters, announcements and reports of conferences, readers' questions answered.
{"title":"Call for Papers for SPECIAL EDITION in Child Language Teaching and Therapy","authors":"J. Clegg, V. Joffe","doi":"10.1177/02656590221095762","DOIUrl":"https://doi.org/10.1177/02656590221095762","url":null,"abstract":"This new journal will be concerned with the principles and practice of teaching language handicapped children, especially in relation to the demands made upon them by the curriculum. The range of handicap primarily relates to children who have been variously labelled speech or language disordered, aphasic, dyslexic, children with special (language) needs, or with language learning disabilities, but will also include children whose communication problems arise from deafness, or from any form of physical or mental handicap. Each issue will feature major articles, notes and discussion, reviews, letters, announcements and reports of conferences, readers' questions answered.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"3 - 4"},"PeriodicalIF":1.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44125440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/02656590221088645
N. Rabinowitz, N. Nicholson, Paul A. Miller, J. Samson, Wendy J. McCredie, J. Pérez
{"title":"Notes on contributors","authors":"N. Rabinowitz, N. Nicholson, Paul A. Miller, J. Samson, Wendy J. McCredie, J. Pérez","doi":"10.1177/02656590221088645","DOIUrl":"https://doi.org/10.1177/02656590221088645","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"5 - 7"},"PeriodicalIF":1.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-11DOI: 10.1177/02656590211071003
K. Kelso, A. Whitworth, S. Leitão
In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as “poor comprehenders”. Levels of effectiveness have varied for interventions targeting lower- and higher-level language, including inference making, on trained measures, with little transfer to generalised reading comprehension measures in both skilled and less-skilled readers. Outcomes have been more positive for poor comprehenders, however findings have been inconsistent as to which programme components have led to gains in reading comprehension. This pilot study utilised a case series design to explore whether a novel intervention targeting oral inference making and comprehension monitoring was effective in improving the targeted skills and reading comprehension of 11 children, aged 9;2–12;3 years, with average-for-age phonological and lower-level language skills but weak inferencing. All participants improved on the primary inference subtest post-intervention and continued to score higher at maintenance than at pre-intervention. Results on the remaining higher-level language tasks were more varied, as were the results for reading comprehension, with fewer participants demonstrating generalisation to these tasks, particularly the nonfiction texts. While the results are preliminary and descriptive, they suggest that improvements can be made in higher-level language in a 10-session intervention, and provide directions for future research.
{"title":"Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design","authors":"K. Kelso, A. Whitworth, S. Leitão","doi":"10.1177/02656590211071003","DOIUrl":"https://doi.org/10.1177/02656590211071003","url":null,"abstract":"In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as “poor comprehenders”. Levels of effectiveness have varied for interventions targeting lower- and higher-level language, including inference making, on trained measures, with little transfer to generalised reading comprehension measures in both skilled and less-skilled readers. Outcomes have been more positive for poor comprehenders, however findings have been inconsistent as to which programme components have led to gains in reading comprehension. This pilot study utilised a case series design to explore whether a novel intervention targeting oral inference making and comprehension monitoring was effective in improving the targeted skills and reading comprehension of 11 children, aged 9;2–12;3 years, with average-for-age phonological and lower-level language skills but weak inferencing. All participants improved on the primary inference subtest post-intervention and continued to score higher at maintenance than at pre-intervention. Results on the remaining higher-level language tasks were more varied, as were the results for reading comprehension, with fewer participants demonstrating generalisation to these tasks, particularly the nonfiction texts. While the results are preliminary and descriptive, they suggest that improvements can be made in higher-level language in a 10-session intervention, and provide directions for future research.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"151 - 165"},"PeriodicalIF":1.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45823886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-04DOI: 10.1177/02656590211070997
Ketty Andersson, Olof Sandgren, Ida Rosqvist, Viveka Lyberg Åhlander, K. Hansson, B. Sahlén
Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.
{"title":"Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers","authors":"Ketty Andersson, Olof Sandgren, Ida Rosqvist, Viveka Lyberg Åhlander, K. Hansson, B. Sahlén","doi":"10.1177/02656590211070997","DOIUrl":"https://doi.org/10.1177/02656590211070997","url":null,"abstract":"Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"166 - 179"},"PeriodicalIF":1.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48218309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-22DOI: 10.1177/02656590211064544
Duana Quigley, Martine Smith
Interprofessional practice between speech and language therapists and teachers involve sharing knowledge and experiences to achieve a common goal of improving child outcomes. Although interprofessional practice has widespread support from both disciplines, it is not always easily implemented in day-to-day practice and numerous challenges have been documented. This study attempts to address these challenges through an epistemological perspective of interprofessional practice between teachers and speech and language therapists. Action research methodology was employed for this inquiry that spanned the duration of a school year. Data analysis placed an explicit focus on the experiences of interprofessional practice between the speech and language therapist and teachers, including an examination of how action was agreed and the processes underpinning collaborative working. An epistemological lens facilitated a more in-depth consideration of the diverse ways of knowing implicit in interprofessional practice and provided guidance on how to overcome the barriers, and realise the potential, of collaboration between speech and language therapists and teachers in daily practice. Four factors, rooted in an epistemological perspective, were generated from the analyses as core tenets of effective interprofessional practice. These included securing a participatory space; actively facilitating power-sharing; balancing the status of practical knowing with propositional knowing and anchoring interprofessional practice in collaboratively designed, practical activities that integrate ways of knowing. The former four factors, and their implications, offer concrete and practical direction for practitioners and educators on how to achieve effective interprofessional practice to help improve child outcomes collaboratively.
{"title":"Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective","authors":"Duana Quigley, Martine Smith","doi":"10.1177/02656590211064544","DOIUrl":"https://doi.org/10.1177/02656590211064544","url":null,"abstract":"Interprofessional practice between speech and language therapists and teachers involve sharing knowledge and experiences to achieve a common goal of improving child outcomes. Although interprofessional practice has widespread support from both disciplines, it is not always easily implemented in day-to-day practice and numerous challenges have been documented. This study attempts to address these challenges through an epistemological perspective of interprofessional practice between teachers and speech and language therapists. Action research methodology was employed for this inquiry that spanned the duration of a school year. Data analysis placed an explicit focus on the experiences of interprofessional practice between the speech and language therapist and teachers, including an examination of how action was agreed and the processes underpinning collaborative working. An epistemological lens facilitated a more in-depth consideration of the diverse ways of knowing implicit in interprofessional practice and provided guidance on how to overcome the barriers, and realise the potential, of collaboration between speech and language therapists and teachers in daily practice. Four factors, rooted in an epistemological perspective, were generated from the analyses as core tenets of effective interprofessional practice. These included securing a participatory space; actively facilitating power-sharing; balancing the status of practical knowing with propositional knowing and anchoring interprofessional practice in collaboratively designed, practical activities that integrate ways of knowing. The former four factors, and their implications, offer concrete and practical direction for practitioners and educators on how to achieve effective interprofessional practice to help improve child outcomes collaboratively.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"126 - 150"},"PeriodicalIF":1.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48346396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1177/02656590211062302
Alexis Doyle
{"title":"Book Review: Colourful semantics. A resource for developing children’s spoken and written language skills by NHS Forth Valley","authors":"Alexis Doyle","doi":"10.1177/02656590211062302","DOIUrl":"https://doi.org/10.1177/02656590211062302","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"117 - 118"},"PeriodicalIF":1.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44230370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1177/02656590211062304
B. Williams
{"title":"Book Review: Palin parent-child interaction therapy for early childhood stammering by Kelman and Nicholas","authors":"B. Williams","doi":"10.1177/02656590211062304","DOIUrl":"https://doi.org/10.1177/02656590211062304","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"230 - 231"},"PeriodicalIF":1.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43861923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-20DOI: 10.1177/02656590211062289
Şevket Özdemir
enrolled in either English immersion institutions or regular kindergartens. The results reveal that Korean and English language abilities of children in English immersion institutions are higher compared to those in regular kindergartens. However, the children in the fi rst group report a higher level of FLA. The authors caution that the long duration of exposure to English every week may not explain the FLA levels of children in English immersion institutions. While doing so, they demon-strate that children who speak Korean freely during English classes in kindergartens have lower levels of FLA. They report that the levels of FLA among children in English immersion institutions are affected by individual characteristics including impulsiveness, age in months, English and Korean abilities but not by family or institutional variables. As a result, they lay a
{"title":"Book Review: Young children’s foreign language anxiety: The case of South Korea by Kiaer, Morgan-Brown, and Choi","authors":"Şevket Özdemir","doi":"10.1177/02656590211062289","DOIUrl":"https://doi.org/10.1177/02656590211062289","url":null,"abstract":"enrolled in either English immersion institutions or regular kindergartens. The results reveal that Korean and English language abilities of children in English immersion institutions are higher compared to those in regular kindergartens. However, the children in the fi rst group report a higher level of FLA. The authors caution that the long duration of exposure to English every week may not explain the FLA levels of children in English immersion institutions. While doing so, they demon-strate that children who speak Korean freely during English classes in kindergartens have lower levels of FLA. They report that the levels of FLA among children in English immersion institutions are affected by individual characteristics including impulsiveness, age in months, English and Korean abilities but not by family or institutional variables. As a result, they lay a","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"115 - 116"},"PeriodicalIF":1.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43041880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-12DOI: 10.1177/02656590211035156
Sabine Leonhartsberger, E. Huber, German Brandstötter, R. Stoeckel, Becky S. Baas, C. Weber, D. Holzinger
Motor learning principles guide treatment of childhood apraxia of speech (CAS). Previous studies found children to benefit from higher-intensity conditions; however, they did not control for the total amount of therapy time. The aims of the article are to examine the effects of high versus low treatment frequency in intervention for CAS in German-speaking children. An alternating single-subject design with multiple baselines was applied to compare frequent, short sessions with fewer, longer sessions in terms of speech production accuracy in four children with CAS while keeping the total therapy time constant. We administered a version of integral stimulation treatment. Despite inter-individual differences, changes under both treatment conditions showed similar positive trajectories for all four children. Untreated control targets also improved across participants and conditions. Maintenance and generalization to untreated targets were observed two weeks and three months post treatment, independent of treatment intensity. Our results show no significant advantage of more intensive treatment when the total therapy time is held constant. This study contributes to the evidence base for the use of integral stimulation in treating children with CAS, and in particular those who speak languages other than English.
{"title":"Efficacy of treatment intensity in German-speaking children with childhood apraxia of speech","authors":"Sabine Leonhartsberger, E. Huber, German Brandstötter, R. Stoeckel, Becky S. Baas, C. Weber, D. Holzinger","doi":"10.1177/02656590211035156","DOIUrl":"https://doi.org/10.1177/02656590211035156","url":null,"abstract":"Motor learning principles guide treatment of childhood apraxia of speech (CAS). Previous studies found children to benefit from higher-intensity conditions; however, they did not control for the total amount of therapy time. The aims of the article are to examine the effects of high versus low treatment frequency in intervention for CAS in German-speaking children. An alternating single-subject design with multiple baselines was applied to compare frequent, short sessions with fewer, longer sessions in terms of speech production accuracy in four children with CAS while keeping the total therapy time constant. We administered a version of integral stimulation treatment. Despite inter-individual differences, changes under both treatment conditions showed similar positive trajectories for all four children. Untreated control targets also improved across participants and conditions. Maintenance and generalization to untreated targets were observed two weeks and three months post treatment, independent of treatment intensity. Our results show no significant advantage of more intensive treatment when the total therapy time is held constant. This study contributes to the evidence base for the use of integral stimulation in treating children with CAS, and in particular those who speak languages other than English.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"43 - 58"},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44198548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.1177/02656590211050868
K. Brännström, S. Karjalainen, B. Sahlén, Ketty Andersson, Viveka Lyberg-Åhlander, Jonas Christensson
The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9–10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test–retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students’ classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students’ experiences of their classroom environment and learning situations.
{"title":"Children’s experiences of their learning environment: Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions","authors":"K. Brännström, S. Karjalainen, B. Sahlén, Ketty Andersson, Viveka Lyberg-Åhlander, Jonas Christensson","doi":"10.1177/02656590211050868","DOIUrl":"https://doi.org/10.1177/02656590211050868","url":null,"abstract":"The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9–10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test–retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students’ classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students’ experiences of their classroom environment and learning situations.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"59 - 77"},"PeriodicalIF":1.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46790647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：