Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Allison Breit-Smith"'
Designed for speech-language pathologists to enhance emergent literacy intervention for preschool and kindergarten-age children, this book includes 90 lessons addressing key areas of emergent literacy: phonological awareness, print concepts, alphabet
Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder
Autor:
Jenny M. Burton, Amie Duncan, Sandra Grether, Noah H. Silbert, Allison Breit-Smith, Nancy A. Creaghead
Publikováno v:
Language, Speech, and Hearing Services in Schools. 51:1139-1155
Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Met
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b2b120be09f7c8efc4c62051bb580730
https://doi.org/10.1044/2020_lshss-20-00004
https://doi.org/10.1044/2020_lshss-20-00004
Autor:
Cynthia S. Puranik, Megan Schneider Dinnesen, Allison Breit-Smith, Jing Sun, Ying Guo, Ben Kelcey
Publikováno v:
Early Education and Development. 32:209-227
Research Findings: Home literacy practices are an important variable in the development of literacy skills among children. However, several questions regarding the relationship between home literac...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::93ac0e55416bf3c42b72571017105b8d
https://doi.org/10.1080/10409289.2020.1746618
https://doi.org/10.1080/10409289.2020.1746618
Publikováno v:
Communication Disorders Quarterly. 41:86-99
Expanding on the extant body of research on content validity, this study applied the tenets of content validity research to the development of an expository book reading intervention focused on science for preschool students with language impairment.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c11376c97555994d3a77b22f7b86f499
https://doi.org/10.1177/1525740118795158
https://doi.org/10.1177/1525740118795158
Autor:
Noah H. Silbert, Tzipi Horowitz-Kraus, Allison Breit-Smith, Jennifer Keelor, Nancy A. Creaghead
Publikováno v:
Reading & Writing Quarterly. 34:436-450
This study investigated the relationship between student performance on behavioral measures (reading, language, and executive function) and reading comprehension while reading with and without text-to-speech (TTS) accommodations. Twenty-nine children
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::01334c7e33cc6778af8d5dd6e943308d
https://doi.org/10.1080/10573569.2018.1486764
https://doi.org/10.1080/10573569.2018.1486764
Publikováno v:
Reading & Writing Quarterly. 34:233-247
Children with disabilities often demonstrate difficulties in code-focused and meaning-focused domains of literacy. Best practice indicates that skills within these domains should be taught together...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::056c87bf8059c841ec194482bd82b6a7
https://doi.org/10.1080/10573569.2017.1390808
https://doi.org/10.1080/10573569.2017.1390808
Publikováno v:
Child Language Teaching and Therapy. 33:287-304
This study explores the outcomes of an interactive book reading intervention featuring expository picture books. This small-group intervention was delivered by four practitioners (two early childhood special education teachers and two speech-language
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9fe497183aed4b30a818b6bb509ac06e
https://doi.org/10.1177/0265659017702206
https://doi.org/10.1177/0265659017702206
Publikováno v:
TEACHING Exceptional Children. 49:185-193
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b2626a5d90f0bafe23dd6ce8b514093
https://doi.org/10.1177/0040059916685056
https://doi.org/10.1177/0040059916685056
Publikováno v:
Journal of Research in Reading. 40:345-364
Twenty-three preschool-age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6a944bc44ee1184aa164e7e1e5284bc
https://doi.org/10.1111/1467-9817.12071
https://doi.org/10.1111/1467-9817.12071