Zobrazeno 1 - 10
of 109
pro vyhledávání: '"Birgitta SahlÉn"'
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Externí odkaz:
https://doaj.org/article/a9751b55df244a12b454819b6766c3c8
Autor:
Karl Jonas Brännström, Erika Johansson, Daniel Vigertsson, David J Morris, Birgitta Sahlén, Viveka Lyberg-Åhlander
Publikováno v:
Noise and Health, Vol 19, Iss 87, Pp 84-94 (2017)
Objective: Children’s own ratings and opinions on their schools sound environments add important information on noise sources. They can also provide information on how to further improve and optimize children’s learning situation in their classro
Externí odkaz:
https://doaj.org/article/9007ee56e06b43c8937b96a76976b0fe
Publikováno v:
Frontiers in Psychology, Vol 10 (2019)
While a number of studies have found that an improvement in object shape recognition is associated with language growth in infants and toddlers, no published studies have investigated the longitudinal relation between early shape recognition, and lan
Externí odkaz:
https://doaj.org/article/44670bea416945f88ca56b3b00b882a8
Autor:
Ketty Andersson, Kristina Hansson, Ida Rosqvist, Viveka Lyberg Åhlander, Birgitta Sahlén, Olof Sandgren
Publikováno v:
Frontiers in Psychology, Vol 10 (2019)
Assessment of bilingual children in only one language fails to acknowledge their distributed linguistic competence and has been shown to overidentify language disorder in bilingual populations. However, other factors, sometimes associated with biling
Externí odkaz:
https://doaj.org/article/82e6b016ecbd4000b23c1caa5abe566b
Autor:
Mary Rudner, Viveka Lyberg-Åhlander, Jonas Brännström, Jens Nirme, M. K. Pichora-Fuller, Birgitta Sahlén
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
In the primary school classroom, children are exposed to multiple factors that combine to create adverse conditions for listening to and understanding what the teacher is saying. Despite the ubiquity of these conditions, there is little knowledge con
Externí odkaz:
https://doaj.org/article/f58d5989699346d6b6e14af370e052d0
Publikováno v:
Autism and Developmental Language Impairments, Vol 2 (2017)
Background and aims Phonological processing skills measured by nonword repetition, are consistently found to be hampered in children with severe/profound hearing impairment and cochlear implants, compared to children with normal hearing. Many studies
Externí odkaz:
https://doaj.org/article/a560e580281f45358235a1049e9ee09e
Publikováno v:
PLoS ONE, Vol 9, Iss 2, p e89544 (2014)
First, we explore the performance of nonword repetition (NWR) in children with specific language impairment (SLI) and typically developing children (TD) in order to investigate the accuracy of NWR as a clinical marker for SLI in Swedish-speaking scho
Externí odkaz:
https://doaj.org/article/0d5ec73f2231413691b92544b1ce730b
Autor:
K. Jonas Brännström, Mary Rudner, Johanna Carlie, Ketty Andersson, Roger Johansson, Agneta Gulz, Birgitta Sahlén
Publikováno v:
Perspectives of the ASHA Special Interest Groups. 8:298-307
Purpose: Dichotic speech tests are commonly used in audiological assessments of children with suspected listening difficulties, which may have a range of origins. In Sweden, today, one in four primary schoolchildren has a foreign background, which me
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::374a43c4bb224467dded97e6ab484a19
https://doi.org/10.1044/2022_persp-22-00199
https://doi.org/10.1044/2022_persp-22-00199
Autor:
Olof Sandgren, Ketty Andersson, Viveka Lyberg Åhlander, Ida Rosqvist, Kristina Hansson, Birgitta Sahlén
Publikováno v:
International Journal of Language & Communication Disorders. 58:879-891
Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers.In an 11-week intervention programme, speech-language therapists (SLTs) present
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cdb69458521bc98ca42e42699c79ac1a
https://doi.org/10.1111/1460-6984.12829
https://doi.org/10.1111/1460-6984.12829
Autor:
Ketty Andersson, Olof Sandgren, Ida Rosqvist, Viveka Lyberg Åhlander, Kristina Hansson, Birgitta Sahlén
Publikováno v:
Child Language Teaching and Therapy. 38:166-179
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 progra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e44da9cf4bd31380c365819d8086a87
https://doi.org/10.1177/02656590211070997
https://doi.org/10.1177/02656590211070997