Zobrazeno 1 - 10
of 1 271
pro vyhledávání: '"Language intervention"'
Autor:
Dea Nielsen, Katrina d’Apice, Rachael W. Cheung, Maria Bryant, Rebecca Heald, Chloe Storr, Louise Tracey, Rukhsana Rashid, Josie Dickerson, Claudine Bowyer-Crane
Publikováno v:
Pilot and Feasibility Studies, Vol 9, Iss 1, Pp 1-16 (2023)
Abstract Background Early language difficulties are associated with poor school readiness and can impact lifelong attainment. The quality of the early home language environment is linked to language outcomes. However, few home-based language interven
Externí odkaz:
https://doaj.org/article/0867277fbca94dd6981f745da80eb45c
Autor:
Shao-Chih Hsu, Alice May-Kuen Wong
Publikováno v:
Frontiers in Pediatrics, Vol 11 (2023)
IntroductionTo assess the association between a three-month interruption of language intervention programs and the language performance of children with language delay during the COVID-19 pandemic, and to identify which children are more vulnerable t
Externí odkaz:
https://doaj.org/article/6c8860714e2b4733bddcd4f0ca451916
Publikováno v:
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, Vol 7, Iss 2, Pp 383-396 (2022)
Teachers’ language intervention can play a key role in helping students in the classroom interaction to learn a foreign language. In this paper, we discuss the teacher’s language intervention for phonological aspects in the English as a Foreign L
Externí odkaz:
https://doaj.org/article/9da5c436237c4d08ba501db3db7f0a93
Autor:
Tim I. Williams, Tom Loucas, Jacqueline Sin, Mirjana Jeremic, Georgia Aslett, Melissa Knight, Sara Fincham-Majumdar, Fang Liu
Publikováno v:
Pilot and Feasibility Studies, Vol 7, Iss 1, Pp 1-9 (2021)
Abstract Background About 30% of children with autism spectrum disorder (ASD) do not develop functional speech and remain non-verbal or minimally verbal even after years of speech, language and educational interventions. A wide range of interventions
Externí odkaz:
https://doaj.org/article/77be8d42520a4497b6e555f460dce231
Publikováno v:
Nordic Journal of Literacy Research, Vol 7, Iss 2, Pp 1-18 (2021)
Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. More
Externí odkaz:
https://doaj.org/article/6222ec3d9fa94f6aa15edbb6cf7eafed
Autor:
Annemarie Le Roux, Marga Stander
Publikováno v:
Per Linguam : A Journal of Language Learning, Vol 37, Iss 1, Pp 15-27 (2021)
Language development is often hampered by the fact that 90 per cent of deaf children are born into hearing families who do not know Sign language (SL) or haven't had any previous contact with the deaf world. Such parents often use only spoken languag
Externí odkaz:
https://doaj.org/article/ec1a47e3462d4edba7609d79b8f69c72
Akademický článek
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Autor:
La, Ly Thi Bac, Nguyen, Nga Thi Thu, Truong, Anh Thi Thuy, Tran, Thu-Giang, Nguyen, The-Thang
Publikováno v:
Problems of Education in the 21st Century. 79(4):611-625
Externí odkaz:
https://www.ceeol.com/search/article-detail?id=972944
Publikováno v:
Systematic Reviews, Vol 10, Iss 1, Pp 1-5 (2021)
Abstract Background Progressive language difficulties arise in many neurodegenerative conditions, causing significant impact upon patients and families. This occurs most obviously in primary progressive aphasia (PPA) but can also occur within other f
Externí odkaz:
https://doaj.org/article/95af5ad822f84d80b5c6add2f4df94ab
Publikováno v:
Ravānshināsī-i Afrād-i Istis̠nāyī, Vol 10, Iss 38, Pp 1-32 (2020)
Abstract Early intervention is important to minimize persistent difficulties in language and its related domains in preschool children with or at-risk of language impairment. The purpose of this study was to investigate the effectiveness of shared st
Externí odkaz:
https://doaj.org/article/4311a38e80e445418380dc6eb86a6f76