Although speech-language pathologists may understand the importance of vocabulary for oral language, listening, and reading comprehension and the need for vocabulary instruction, they may not have ...
尽管语言病理学家可能理解词汇对口语、听力和阅读理解的重要性以及词汇指导的必要性，但他们可能没有……
{"title":"Selecting Vocabulary Words to Teach","authors":"S. Gray, Huiling Yang","doi":"10.1044/LLE22.4.123","DOIUrl":"https://doi.org/10.1044/LLE22.4.123","url":null,"abstract":"Although speech-language pathologists may understand the importance of vocabulary for oral language, listening, and reading comprehension and the need for vocabulary instruction, they may not have ...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"123-130"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.4.123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article will review the evidence base for interactive book reading to facilitate new word learning for preschool and school age children. Methods from an ongoing clinical trial of interactive book reading will be described to illustrate how this treatment approach can be delivered at a high intensity to children with specific language impairment (SLI). Preliminary results from this clinical trial indicate that children with SLI need a modified intensity that is three times higher than their same-age peers.
{"title":"Teaching New Words to Children With Specific Language Impairment Using Interactive Book Reading","authors":"Krista A. Voelmle, H. Storkel","doi":"10.1044/LLE22.4.131","DOIUrl":"https://doi.org/10.1044/LLE22.4.131","url":null,"abstract":"This article will review the evidence base for interactive book reading to facilitate new word learning for preschool and school age children. Methods from an ongoing clinical trial of interactive book reading will be described to illustrate how this treatment approach can be delivered at a high intensity to children with specific language impairment (SLI). Preliminary results from this clinical trial indicate that children with SLI need a modified intensity that is three times higher than their same-age peers.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"131-137"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.4.131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The application of a morphological awareness strategy can be used to improve vocabulary and reading skills in school-age students. The purpose of this article is to briefly review the evidence for using a morphological awareness strategy and provide an example for how a speech-language pathologist can integrate such a skill in practice.
{"title":"Morphological Awareness Intervention to Improve Vocabulary and Reading Success","authors":"Frances E Gibson, Julie A. Wolter","doi":"10.1044/LLE22.4.147","DOIUrl":"https://doi.org/10.1044/LLE22.4.147","url":null,"abstract":"The application of a morphological awareness strategy can be used to improve vocabulary and reading skills in school-age students. The purpose of this article is to briefly review the evidence for using a morphological awareness strategy and provide an example for how a speech-language pathologist can integrate such a skill in practice.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"147-155"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.4.147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The learning of a new word involves at least two processes: learning from input and memory evolution in the absence of input. The authors will review the literature and describe the relationship between these two processes and novel word learning by children with specific language impairment (SLI). Cases from an ongoing preliminary clinical trial of word learning in kindergarten children with SLI will serve as clinical illustrations. In particular, one case will be used to demonstrate a pattern of good learning from input and good memory retention (i.e., desirable learning pattern during treatment). Three additional cases will be used to illustrate patterns indicative of poor learning from input and/or poor memory retention. Suggestions will be provided concerning how treatment can be altered when these patterns appear, to promote desirable learning outcomes.
{"title":"Learning and Remembering New Words: Clinical Illustrations From Children With Specific Language Impairment","authors":"R. Komesidou, H. Storkel","doi":"10.1044/LLE22.4.138","DOIUrl":"https://doi.org/10.1044/LLE22.4.138","url":null,"abstract":"The learning of a new word involves at least two processes: learning from input and memory evolution in the absence of input. The authors will review the literature and describe the relationship between these two processes and novel word learning by children with specific language impairment (SLI). Cases from an ongoing preliminary clinical trial of word learning in kindergarten children with SLI will serve as clinical illustrations. In particular, one case will be used to demonstrate a pattern of good learning from input and good memory retention (i.e., desirable learning pattern during treatment). Three additional cases will be used to illustrate patterns indicative of poor learning from input and/or poor memory retention. Suggestions will be provided concerning how treatment can be altered when these patterns appear, to promote desirable learning outcomes.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"138-146"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.4.138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional context. Using the results from this study, we present ideas for noticing and teaching academic language through different instructional settings in early childhood classrooms.
{"title":"Academic Language in Early Childhood Classrooms","authors":"Erica M. Barnes","doi":"10.1044/LLE22.3.85","DOIUrl":"https://doi.org/10.1044/LLE22.3.85","url":null,"abstract":"This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional context. Using the results from this study, we present ideas for noticing and teaching academic language through different instructional settings in early childhood classrooms.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"85-92"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children with language impairment (LI) are at substantial risk for short and long term delays in reading development. This fact is neither surprising nor new information, as language and literacy skills have been shown to be highly correlated. Empirical evidence suggests that literacy interventions are effective in boosting the reading outcomes of children with LI; however, research into business-as-usual practices in the public schools suggests that children with LI receive very little time devoted to literacy-based instruction, including speech-therapy and special education classrooms. This article discusses the connection between oral language and literacy for children with LI, federal mandates that guide intervention, and current research regarding provision of literacy intervention for children with LI.
{"title":"From Research to Reality: Use of literacy-based targets in Speech-Language Therapy and Special Education Classrooms","authors":"M. Schmitt, Sherine R. Tambyraja","doi":"10.1044/LLE22.3.103","DOIUrl":"https://doi.org/10.1044/LLE22.3.103","url":null,"abstract":"Children with language impairment (LI) are at substantial risk for short and long term delays in reading development. This fact is neither surprising nor new information, as language and literacy skills have been shown to be highly correlated. Empirical evidence suggests that literacy interventions are effective in boosting the reading outcomes of children with LI; however, research into business-as-usual practices in the public schools suggests that children with LI receive very little time devoted to literacy-based instruction, including speech-therapy and special education classrooms. This article discusses the connection between oral language and literacy for children with LI, federal mandates that guide intervention, and current research regarding provision of literacy intervention for children with LI.","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"182 1","pages":"103-109"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the authors outline how concept of word in text is a pivotal event in early reading development and discuss research on the development of concept of word in text. Next, the author...
本文概述了语篇词概念在早期阅读发展中的关键作用，并讨论了语篇词概念发展的相关研究。接下来，作者……
{"title":"Concept of Word in Text Development in Emergent Literacy Instruction","authors":"Emily C. C. Bowling, Sonia Q. Cabell","doi":"10.1044/LLE22.3.110","DOIUrl":"https://doi.org/10.1044/LLE22.3.110","url":null,"abstract":"In this article, the authors outline how concept of word in text is a pivotal event in early reading development and discuss research on the development of concept of word in text. Next, the author...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"110-118"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.3.110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Speakers around the globe gesture when they talk, and young children are no exception. In fact, children's first foray into communication tends to be through their hands rather than their mouths. There is now good evidence that children typically express ideas in gesture before they express the same ideas in speech. Moreover, the age at which these ideas are expressed in gesture predicts the age at which the same ideas are first expressed in speech. Gesture thus not only precedes, but also predicts, the onset of linguistic milestones. These facts set the stage for using gesture in two ways in children who are at risk for language delay. First, gesture can be used to identify individuals who are not producing gesture in a timely fashion, and can thus serve as a diagnostic tool for pinpointing subsequent difficulties with spoken language. Second, gesture can facilitate learning, including word learning, and can thus serve as a tool for intervention, one that can be implemented even before a delay in spoken language is detected.
{"title":"Gesture as a window onto communicative abilities: Implications for diagnosis and intervention.","authors":"Susan Goldin-Meadow","doi":"10.1044/lle22.2.50","DOIUrl":"https://doi.org/10.1044/lle22.2.50","url":null,"abstract":"<p><p>Speakers around the globe gesture when they talk, and young children are no exception. In fact, children's first foray into communication tends to be through their hands rather than their mouths. There is now good evidence that children typically express ideas in gesture before they express the same ideas in speech. Moreover, the age at which these ideas are expressed in gesture predicts the age at which the same ideas are first expressed in speech. Gesture thus not only precedes, but also predicts, the onset of linguistic milestones. These facts set the stage for using gesture in two ways in children who are at risk for language delay. First, gesture can be used to identify individuals who are not producing gesture in a timely fashion, and can thus serve as a diagnostic tool for pinpointing subsequent difficulties with spoken language. Second, gesture can facilitate learning, including word learning, and can thus serve as a tool for intervention, one that can be implemented even before a delay in spoken language is detected.</p>","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 2","pages":"50-60"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/lle22.2.50","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33999633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current paper provides empirical support for adults using co-speech gesturing with children with and without early language delay. The discussion starts broad by showing that co-speech gestures...
本研究为成人与有无早期语言迟缓的儿童使用共同言语手势提供了实证支持。讨论从展示共同语言手势开始…
{"title":"Co-Speech Gesture Input as a Support for Language Learning in Children With and Without Early Language Delay","authors":"Nina Capone Singleton, Jessica Saks","doi":"10.1044/LLE22.2.61","DOIUrl":"https://doi.org/10.1044/LLE22.2.61","url":null,"abstract":"The current paper provides empirical support for adults using co-speech gesturing with children with and without early language delay. The discussion starts broad by showing that co-speech gestures...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"22 1","pages":"61-71"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1044/LLE22.2.61","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Representational gestures are hand and arm movements that are related to the semantic content of co-occurring speech. In this review, we present evidence that such movements not only provide insigh...
{"title":"Gestures Occur With Spatial and Motoric Knowledge: It's More Than Just Coincidence","authors":"Autumn B. Hostetter, Elina Mainela-Arnold","doi":"10.1044/LLE22.2.42","DOIUrl":"https://doi.org/10.1044/LLE22.2.42","url":null,"abstract":"Representational gestures are hand and arm movements that are related to the semantic content of co-occurring speech. In this review, we present evidence that such movements not only provide insigh...","PeriodicalId":88952,"journal":{"name":"Perspectives on language learning and education","volume":"18 1","pages":"42-49"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57664673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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