我们的措辞很重要

Q4 Social Sciences Word of Mouth Pub Date : 2022-07-21 DOI:10.1177/10483950221101453b
C. Westby
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E., & To, C. K. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale–Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629–638. https://doi.org/10.1044/2019_LSHSS-18-0073 Lof, G. L. (1996). Factors associated with speech-sound stimulability. Journal of Communication Disorders, 29(4), 255–278. https://doi.org/10.1016/0021-9924(96)00013-5 McGill, N., Crowe, K., & McLeod, S. (2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). Screening children’s speech: The impact of imitated elicitation and word position. Language, Speech, and Hearing Services in Schools, 50(1), 71–82. https:// doi.org/10.1044/2018_LSHSS-17-0141 Morgan, A., Ttofari Eecen, K., Pezic, A., Brommeyer, K., Mei, C., Eadie, P., Reilly, S., & Dodd, B. (2017). Who to refer for speech therapy at 4 years of age versus who to “watch and wait.” The Journal of Pediatrics, 185, 200–204.e1. https://doi.org/10.1016/ j.jpeds.2017.02.059 Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics & Phonetics, 28(5), 316–328. https://doi.org/10.3109/02699206.2013.865789 Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29(4), 237– 253. https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). The natural history of speech impairment of 8-year-old children in the Avon Longitudinal Study of Parents and Children: Error rates at 2 and 5 years. International Journal of Speech-Language Pathology, 11(5), 381–391. https://doi.org/10.1080/17549 500903125111 Subtelny, J. (1977). Assessment of speech with implications for training. In F. Bess (Ed.), Childhood deafness (pp. 183–194). Grune & Stratton. To, C. K. S., Cheung, P. S., & McLeod, S. (2013). A population study of children’s acquisition of Hong Kong Cantonese consonants, vowels, and tones. 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(2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). Screening children’s speech: The impact of imitated elicitation and word position. Language, Speech, and Hearing Services in Schools, 50(1), 71–82. https:// doi.org/10.1044/2018_LSHSS-17-0141 Morgan, A., Ttofari Eecen, K., Pezic, A., Brommeyer, K., Mei, C., Eadie, P., Reilly, S., & Dodd, B. (2017). Who to refer for speech therapy at 4 years of age versus who to “watch and wait.” The Journal of Pediatrics, 185, 200–204.e1. https://doi.org/10.1016/ j.jpeds.2017.02.059 Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics & Phonetics, 28(5), 316–328. https://doi.org/10.3109/02699206.2013.865789 Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29(4), 237– 253. https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). 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Brookes. Wren, Y., Miller, L. L., Peters, T. J., Emond, A., & Roulstone, S. (2016). Prevalence and predictors of persistent speech sound disorder at eight years old: Findings from a population cohort study. 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引用次数: 1

摘要

Dodd,B.(2014)。儿童语音障碍的鉴别诊断。当前发育障碍报告,1(3),189-196。https://doi.org/10.1007/s40474-014-0017-3Dodd,B.、Ttofari Eecen,K.、Brommeyer,K.、Ng,K.、Reilly,S.和Morgan,A.(2018)。发音和音韵学在四到七年之间发展迟缓和紊乱。儿童语言教学与治疗,34(2),87-99。https://doi。org/10.1177/0265659017735958 Glaspey,A.和Stoel Gammon,C.(2007)。语音评估的动态方法。国际言语病理学杂志,9(4),286-296。https://doi.org/10.1080/14417 040701435418 Ireland,M.、McLeod,S.、Farquharson,K.和Crowe,K.(2020)。评估美国公立学校中有语音障碍的儿童。语言障碍专题,40(4),326–340。https://doi.org/10.1097/tld.0000000000000226Kok,E.C.E.和To,C.K.(2019)。重新审视语境量表中可理解性的分界标准——繁体中文。学校的语言、言语和听力服务,50(4),629–638。https://doi.org/10.1044/2019_LSHSS-18-0073Lof,G.L.(1996)。与语音刺激性相关的因素。《沟通障碍杂志》,29(4),255-278。https://doi.org/10.1016/0021-9924(96)00013-5 McGill,N.、Crowe,K.和McLeod,S.(2020)。“浪费了好几个月”:利益相关者对等待演讲语言病理学服务的看法。国际言语病理学杂志,22(3),313–326。https://doi.org/10.1080/17549507.2020.17747541 McLeod,S.(2020)。语境量表中的可理解性:跨语言使用、有效性和可靠性。言语、语言和听力,23(1),9-16。https://doi.org/10.1080/2050571X.2020.1718837McLeod,S.、Harrison,L.J.和McCormack,J.(2012)。语境中的可理解性量表:主观评分的有效性和可靠性。《言语、语言和听力研究杂志》,55(2),648–656。https://doi.org/10.1044/1092-4388McLeod,S.、Harrison,L.J.和Wang,C.(2019)。一项关于儿童早期言语、语言和沟通需求的识字和算术结果的纵向人群研究。《幼儿研究季刊》,47507-517。https://doi.org/10.1016/j.ecresq.2018.07.004McLeod,S.和Masso,S.(2019)。筛选儿童言语:模仿启发和单词位置的影响。学校的语言、言语和听力服务,50(1),71–82。https://doi.org/10.1044/2018_LSHSS-17-0141 Morgan,A.、Ttofari Eecen,K.、Pezic,A.、Brommeyer,K.、Mei,C.、Eadie,P.、Reilly,S.和Dodd,B.(2017)。谁应该在4岁时接受言语治疗,谁应该“观察并等待”。《儿科杂志》,185200-204.e1。https://doi.org/10.1016/j.jpeds.2017.02.059 Ng,K.Y.M.,To,C.K.S.,&McLeod,S.(2014)。香港学龄前儿童上下文智力量表筛查工具的验证。临床语言学与语音学,28(5),316-328。https://doi.org/10.3109/02699206.2013.865789Powell,T.W.和Miccio,A.W.(1996)。刺激性:一种有用的临床工具。《沟通障碍杂志》,29(4),237-253。https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone,S.、Miller,L.L.、Wren,Y.和Peters,T.J.(2009)。Avon父母和儿童纵向研究中8岁儿童言语障碍的自然史:2岁和5岁时的错误率。国际言语语言病理学杂志,11(5),381–391。https://doi.org/10.1080/17549500903125111 Subtelny,J.(1977)。言语评估对训练的影响。F.Bess(Ed.),《儿童耳聋》(第183-194页)。Grune&Stratton。To,C.K.S.,Cheung,P.S.和McLeod,S.(2013)。儿童香港粤语声母、元音和声调习得的人群研究。《言语、语言和听力研究杂志》,56(1),103-122。https://doi.org/10.1044/10924388(2012/11-0080)Tourville,J.A.和Guenther,F.H.(2011)。DIVA模型:一种关于语音获取和产生的神经理论。语言与认知过程,26(7),952–981。https://doi.org/10.1080/01690960903498424 Williams,A.L.、McLeod,S.和McCauley,R.J.(2021)。儿童语音障碍的干预措施(第2版)。布鲁克斯。Wren,Y.、Miller,L.L.、Peters,T.J.、Emond,A.和Roulstone,S.(2016)。八岁时持续性语音障碍的患病率和预测因素:一项人群队列研究的结果。《言语、语言和听力研究杂志》,59(4),647–673。https://doi.org/10.1044/2015_JSLHRS-14-0282
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Our Choice of Words Matters
Dodd, B. (2014). Differential diagnosis of pediatric speech sound disorder. Current Developmental Disorders Reports, 1(3), 189– 196. https://doi.org/10.1007/s40474-014-0017-3 Dodd, B., Ttofari-Eecen, K., Brommeyer, K., Ng, K., Reilly, S., & Morgan, A. (2018). Delayed and disordered development of articulation and phonology between four and seven years. Child Language Teaching and Therapy, 34(2), 87–99. https:// doi. org/10.1177/0265659017735958 Glaspey, A., & Stoel-Gammon, C. (2007). A dynamic approach to phonological assessment. International Journal of SpeechLanguage Pathology, 9(4), 286–296. https://doi.org/ 10.1080/14417 040701435418 Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (2020). Evaluating children in U.S. public schools with speech sound disorders. Topics in Language Disorders, 40(4), 326–340. https://doi.org/10.1097/tld.0000000000000226 Kok, E. C. E., & To, C. K. (2019). Revisiting the cutoff criteria of Intelligibility in Context Scale–Traditional Chinese. Language, Speech, and Hearing Services in Schools, 50(4), 629–638. https://doi.org/10.1044/2019_LSHSS-18-0073 Lof, G. L. (1996). Factors associated with speech-sound stimulability. Journal of Communication Disorders, 29(4), 255–278. https://doi.org/10.1016/0021-9924(96)00013-5 McGill, N., Crowe, K., & McLeod, S. (2020). “Many wasted months”: Stakeholders’ perspectives about waiting for speechlanguage pathology services. International Journal of SpeechLanguage Pathology, 22(3), 313–326. https://doi.org/10.1080/1 7549507.2020.1747541 McLeod, S. (2020). Intelligibility in Context Scale: Cross-linguistic use, validity, and reliability. Speech, Language and Hearing, 23(1), 9–16. https://doi.org/10.1080/2050571X.2020.1718837 McLeod, S., Harrison, L. J., & McCormack, J. (2012). The Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55(2), 648–656. https://doi.org/10.1044/1092-4388 McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 McLeod, S., & Masso, S. (2019). Screening children’s speech: The impact of imitated elicitation and word position. Language, Speech, and Hearing Services in Schools, 50(1), 71–82. https:// doi.org/10.1044/2018_LSHSS-17-0141 Morgan, A., Ttofari Eecen, K., Pezic, A., Brommeyer, K., Mei, C., Eadie, P., Reilly, S., & Dodd, B. (2017). Who to refer for speech therapy at 4 years of age versus who to “watch and wait.” The Journal of Pediatrics, 185, 200–204.e1. https://doi.org/10.1016/ j.jpeds.2017.02.059 Ng, K. Y. M., To, C. K. S., & McLeod, S. (2014). Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong. Clinical Linguistics & Phonetics, 28(5), 316–328. https://doi.org/10.3109/02699206.2013.865789 Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29(4), 237– 253. https://doi.org/10.1016/0021-9924(96)00012-3 Roulstone, S., Miller, L. L., Wren, Y., & Peters, T. J. (2009). The natural history of speech impairment of 8-year-old children in the Avon Longitudinal Study of Parents and Children: Error rates at 2 and 5 years. International Journal of Speech-Language Pathology, 11(5), 381–391. https://doi.org/10.1080/17549 500903125111 Subtelny, J. (1977). Assessment of speech with implications for training. In F. Bess (Ed.), Childhood deafness (pp. 183–194). Grune & Stratton. To, C. K. S., Cheung, P. S., & McLeod, S. (2013). A population study of children’s acquisition of Hong Kong Cantonese consonants, vowels, and tones. Journal of Speech, Language, and Hearing Research, 56(1), 103–122. https://doi.org/10.1044/10924388(2012/11-0080) Tourville, J. A., & Guenther, F. H. (2011). The DIVA model: A neural theory of speech acquisition and production. Language and Cognitive Processes, 26(7), 952–981. https://doi.org/ 10.1080/01690960903498424 Williams, A. L., McLeod, S., & McCauley, R. J. (2021). Interventions for speech sound disorders in children (2nd ed.). Brookes. Wren, Y., Miller, L. L., Peters, T. J., Emond, A., & Roulstone, S. (2016). Prevalence and predictors of persistent speech sound disorder at eight years old: Findings from a population cohort study. Journal of Speech, Language, and Hearing Research, 59(4), 647–673. https://doi.org/10.1044/2015_JSLHRS-14-0282
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Word of Mouth
Word of Mouth Social Sciences-Education
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期刊介绍: ...helps frontline clinicians keep up with the latest trends in working with school-age children. Each 16-page issue of bare-bones, down-to-earth information includes reviews, resources, idea swap, and short bits.
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Using Conversation to Promote Language for Comprehension Syntactic Factors in Stuttering Bundle of Learning Chatbots and Neurodivergence Learning to Explain and Generalize
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