Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Teresa A Ukrainetz"'
Publikováno v:
Autism and Developmental Language Impairments, Vol 6 (2021)
Purpose This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disord
Externí odkaz:
https://doaj.org/article/a9c57b988ed5444f8d9d7f61c96cfd1c
Autor:
Teresa A. Ukrainetz, Amy K. Peterson
Publikováno v:
Perspectives of the ASHA Special Interest Groups. 6:1357-1373
Purpose: This clinical focus article describes an intervention to improve comprehension, retention, and expression of the ideas and language of expository texts. Sketch and Speak intervention links written, graphic, and oral learning strategies throu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1ed063758c341fc9dd8f52657e5705ff
https://doi.org/10.1044/2021_persp-21-00052
https://doi.org/10.1044/2021_persp-21-00052
Publikováno v:
Autism & Developmental Language Impairments, Vol 6 (2021)
Purpose This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disord
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::48f64fb7361ec5f30dbb0b5bcbdb7829
https://pubmed.ncbi.nlm.nih.gov/36381522
https://pubmed.ncbi.nlm.nih.gov/36381522
Autor:
Teresa A. Ukrainetz
Publikováno v:
Language, Speech, and Hearing Services in Schools. 50:53-70
Purpose This preliminary study investigated an intervention procedure employing 2 types of note-taking and oral practice to improve expository reporting skills. Procedure Forty-four 4th to 6th graders with language-related learning disabilities from
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4a05bcf09a0b427822065afe7683c6f5
https://doi.org/10.1044/2018_lshss-18-0047
https://doi.org/10.1044/2018_lshss-18-0047
Autor:
Teresa A. Ukrainetz
Publikováno v:
Language, Speech, and Hearing Services in Schools. 48:92-97
Purpose This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and act
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::64d5365526cbc765a06822d2abaa05e3
https://doi.org/10.1044/2017_lshss-16-0031
https://doi.org/10.1044/2017_lshss-16-0031
Autor:
Teresa A. Ukrainetz
Publikováno v:
Perspectives of the ASHA Special Interest Groups. 1:99-108
Students must understand, learn from, and compose diverse genres of oral and written expository discourse for many purposes. From this broad domain, speech-language pathologists (SLPs) need to make strategic choices that will result in their students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cfb1bdc0db340d9a2513e392da485466
https://doi.org/10.1044/persp1.sig1.99
https://doi.org/10.1044/persp1.sig1.99
Autor:
Teresa A. Ukrainetz
Publikováno v:
Seminars in Speech and Language. 36:17-30
Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and compreh
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f8c6f4786bd98f6804d5c8c609e3e648
https://doi.org/10.1055/s-0034-1396443
https://doi.org/10.1055/s-0034-1396443
Autor:
Jennifer Zebre, Catherine L. Brown, Douglas B. Petersen, Christine Wise, Trina D. Spencer, Teresa A. Ukrainetz
Publikováno v:
Language, Speech, and Hearing Services in Schools. 45:67-86
Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behav
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::65273536698e0efde91fd1b9ccee20aa
https://doi.org/10.1044/2013_lshss-12-0099
https://doi.org/10.1044/2013_lshss-12-0099
Publikováno v:
Language, Speech, and Hearing Services in Schools. 43:205-221
Purpose This study investigated the narrative language performance of 3 types of readers who had been identified as being at risk through code-based response-to-intervention (RTI) procedures. Method In a retrospective group comparison, 32 at-risk 1st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d58eebf74961eacfe5735e1c7de5d84c
https://doi.org/10.1044/0161-1461(2011/11-0024)
https://doi.org/10.1044/0161-1461(2011/11-0024)
Publikováno v:
Early Childhood Research Quarterly. 26:50-60
Purpose Preschooler instruction for speech sound awareness typically teaches a progression of speech units from sentences to phonemes, ending at simple first phoneme activities. This study investigates the effects of teaching advanced tasks of phonem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::77374f2670d3138c8e00250789412770
https://doi.org/10.1016/j.ecresq.2010.04.006
https://doi.org/10.1016/j.ecresq.2010.04.006