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Literature DB >> 28892832

Challenges and Opportunities in Reading Instruction for Children with Limited Speech.

Andrea Barton-Hulsey¹.

Abstract

Entities: Disease Species

Mesh：

Year: 2017 PMID： 28892832 PMCID： PMC6387684 DOI： 10.1055/s-0037-1604273

Source DB: PubMed Journal: Semin Speech Lang ISSN： 0734-0478 Impact factor: 1.761

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12 in total

Review 1. Reading instruction for students with moderate mental retardation: review and analysis of research.

Authors: F A Conners
Journal: Am J Ment Retard Date: 1992-05

2. Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.

Authors: Laura M Justice; Andrew Mashburn; Bridget Hamre; Robert Pianta
Journal: Early Child Res Q Date: 2008-03

3. Literacy learning in users of AAC: A neurocognitive perspective.

Authors: Hans Van Balkom; Ludo Verhoeven
Journal: Augment Altern Commun Date: 2010-09 Impact factor: 2.214

4. Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents.

Authors: MaryAnn Romski; Rose A Sevcik; Lauren B Adamson; Melissa Cheslock; Ashlyn Smith; R Michael Barker; Roger Bakeman
Journal: J Speech Lang Hear Res Date: 2010-04 Impact factor: 2.297

5. Trends in the prevalence of developmental disabilities in US children, 1997-2008.

Authors: Coleen A Boyle; Sheree Boulet; Laura A Schieve; Robin A Cohen; Stephen J Blumberg; Marshalyn Yeargin-Allsopp; Susanna Visser; Michael D Kogan
Journal: Pediatrics Date: 2011-05-23 Impact factor: 7.124

6. Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading.

Authors: Jennifer Kent-Walsh; Cathy Binger; Zishan Hasham
Journal: Am J Speech Lang Pathol Date: 2010-02-24 Impact factor: 2.408

Challenges and Opportunities in Reading Instruction for Children with Limited Speech.

Review 1. Reading instruction for students with moderate mental retardation: review and analysis of research.

2. Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.

3. Literacy learning in users of AAC: A neurocognitive perspective.

4. Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents.

5. Trends in the prevalence of developmental disabilities in US children, 1997-2008.

6. Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading.

7. Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC.

8. Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC.

9. Teaching Latino parents to support the multi-symbol message productions of their children who require AAC.

Review 10. Reading instruction for children who use AAC: considerations in the pursuit of generalizable results.