Click on one of the following to view the references for that particular section...
AVAAZ Innovations. (1994). Speech Assessment and Interactive Learning System (Version 1.2) [Computer software]. London, Ontario, Canada: Author. Baker, E. (2006). Management of speech impairment in children: The journey so far and the road ahead. Advances in Speech-Language Pathology, 8(3), 156-163. Bauman-Waengler, J. (2004). Phonological Therapies and the Practicing Clinician: Target Selection and Implementation. Retrieved May 20, 2006, from http://convention.asha.org/2004/handouts/handout_185894.doc Bernhardt, B. & Major, E. (2005). Speech, language and Literacy skills 3 years later: A follow-up study of early phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 40(1), 1-27. Bernhardt, B & Stemberger, J. (2000). Workbook in nonlinear phonology for clinical application. Austin: Pro-Ed. Bernhardt, B, Stemberger, J. & Major, E. (2006). General and nonlinear phonological intervention perspectives for a child with a resistant phonological impairment. Advances in Speech-Language Pathology, 8(3), 190-206. Bernhardt, B. & Stoel-Gammon, C. (1994) Nonlinear phonology: Introduction and clinical application. Journal of Speech and Hearing Research, 37(1), 123-143. Bowen, C. (1996). PACT: A broad-based approach to phonological therapy. Retrieved April 16, 2006 from http://members.tripod.com/~Caroline_Bowen/clinphonology.html Bowen, C. & Cupples, L. (1999). Parents and children together (PACT): a collaborative approach to phonological therapy. International Journal of Language and Communication Disorders, 34, 35-83. Bowen, C. & Cupples, L. (2006). PACT: Parents and children together in phonological therapy. Advances in Speech-Language Pathology, 8(3), 282-292. Clark, B. (1974). Using a short -term lisp correction program for more effective distribution of clinicians’ time. Language, Speech and Hearing Services in Schools, 5, 152-155. Crosbie, S., Holm, A. & Dodd, B. (2005). Intervention for children with severe speech disorder: A comparison of two approaches. International Journal of Language and Communication Disorders, 40(4), 467-491. Dodd, B. & Bradford, A. (2000). A comparison of three therapy methods for children with different types of developmental phonological disorder. International Journal of Language and Communication Disorders, 35, 189-209. Dodd, B., Holm, A., Crosbie, S. & McIntosh, B. (2006). A core vocabulary approach for management of inconsistent speech disorder. Advances in Speech-Language Pathology, 8(3), 220-230. Gierut, J. (1989). Maximal opposition approach to phonological treatment. Journal of Speech and Hearing Disorders, 54, 9-19. Gierut, J. (1990). Differential learning of phonological oppositions. Journal of Speech and Hearing Research, 33, 540-549. Gierut, J. (1998). Treatment efficacy: Functional phonological disorders in children. Journal of Speech and Hearing Research, 41, S85-S100. Gierut, J. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech and Hearing Services in Schools, 32, 229-241. Gierut, J. (2005). Phonological Intervention: The how or the what? In A. Kamhi & K. Pollock (Eds.), Phonological disorders in children: clinical decision-making in assessment and intervention (pp. 201-210). Baltimore: Paul H. Brookes. Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Speech and Hearing Services in Schools, 31(2), 126-141. Hesketh, A., Adams, C., Nightingale, C. & Hall, R. (2000). Phonological awareness therapy and articulatory training approaches for children with phonological disorders: a comparative study. International Journal of Language and Communication Disorders, 35(3), 337-354. Hodson, B. (2006). Identifying phonological patterns and projecting remediation cycles: Expediting intelligibility gains of a 7 year old Australian child. Advances in Speech-Language Pathology, 8(3), 257-264. Hodson, B. & Paden, E. (1983). Targeting intelligible speech: A phonological approach to remediation. San Diego: College-Hill Press. Howell, J. & Dean, E. (1998). Treating phonological disorders in children: Metaphon – theory to practice. (2nd ed). London: Whurr Publishers. Joffe, B. & Serry, T. (2004). The evidence base for the treatment of articulation and phonological disorders in children. In S. Reilly, J. Douglas, & J. Oates (Eds.), Evidence-base practice in speech pathology (pp. 258-287). London: Whurr Publishers. Klein, E. (1996). Phonological/traditional approaches to articulation therapy: A retrospective group comparison. Language, Speech and Hearing Services in Schools, 27, 314-323. Law J, Garrett Z, Nye C. (2003) Speech and language therapy interventions for children with primary speech and language delay or disorder. The Cochrane Database of Systematic Reviews, 3. Law, J., Garret, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech delay/disorder. A meta-analysis. Journal of Speech, Language, and Hearing Research, 47(4), 924-943. Retrieved May 8, 2006, from ProQuest database. Monahan, D. (1986). Remediation of common phonological process: Four case studies. Language, Speech and Hearing Services in Schools, 17, 199-206. Mowrer, D., Baker, R. & Shutz, R. (1968). Modification of the frontal lisp programmed articulation control kit manual – S-PACK. Tempe: Educational Psychological Research Associates. Powell, T., Elbert, M. & Dinnsen, D. (1991). Stimulability as a factor in the phonological generalization of misarticulating preschool children. Journal of Speech and Hearing Research, 34(6), 1318-1328. Richardson, K. & Weirich, M. (n.d.). Minimal Pairs. Retrieved August 2, 2006, from http://www.geocities.com/minimalpairs/minimal.index.html Roth, F. & Worthington, K. (2005). Treatment resource manual for speech-language pathology. (3rd ed). Clifton Park: Thomson Delmar Learning. Rvachew, S. (1994). Speech perception training can facilitate sound production learning. Journal of Speech and Hearing Research, 37, 347-357. Rvachew, S., Nowak, M. (2001). The effect of target-selection strategy on phonological learning. Journal of Speech, Language, and Hearing Research, 44(3), 610-623. Rvachew, S., Nowak, M., & Cloutier, G. (2004). Effect of phonemic training on the speech production and phonological awareness skills of children with expressive language delay. American Journal of Speech-Language Pathology, 13(3), 250-263. Retrieved April 27, 2006, from ProQuest database. Ryan, B. (1971). A study in the effectiveness of the S-PACK program in the elimination of frontal lisping behaviour in third-grade children. Journal of Speech and Hearing Disorders, 36, 390-396. The University of Queensland. (2006). Core Vocabulary Therapy. Retrieved September 16, 2006 from http://www.som.uq.edu.au/prc/cv_therapy.shtml Tyler, A., Edwards, M. & Saxman, J. (1987). Clinical application of two phonologically based treatment procedures. Journal of Speech and Hearing Disorders, 52(4), 393-409. Van Riper, C. (1963). Speech correction: Principles and methods (4th ed.). Englewood Cliffs: Prentice Hall. Van Riper, C. (1978). Speech correction: Principles and methods (6th ed.). Englewood Cliffs: Prentice Hall. Weiner, F. (1981). Treatment of phonological disability using the method of meaningful minimal contrast: two case studies. Journal of Speech and Hearing Disorders, 46(1), 97-103. Williams, L. (2000a). Multiple oppositions: theoretical foundations for an alternative contrastive intervention approach. American Journal of Speech-Language Pathology, 9(4), 282-288. Retrieved April 27, 2006, from ProQuest database. Williams, L. (2000b). Multiple oppositions: Case studies of variables in phonological intervention. American Journal of Speech-Language Pathology, 9(4), 289-299. Retrieved April 27, 2006, from ProQuest database. Williams, A.L. (2003). Speech disorders resource guide for preschool children. Singular Resource Guide Series. Thomson: Delmar Learning. Bashir, A.S., Grahamjones, F., & Bostwick, R.Y. (1984). The touch-cue method of therapy for developmental verbal apraxia. Seminars in Speech and Language, 5, 127-137. Blakely, R. (1983). Treatment of developmental apraxia of speech. In W.H. Perkins (ed.), Dysarthria and Apraxia (pp25-33). New York : Thieme-Stratton. Chappell, G.E. (1973). Childhood verbal apraxia and its treatment. Journal of Speech and Hearing Disorders , 38, 362-368. Chumpelik, D. (1984). The PROMPT system of therapy. Seminars in Speech and Language, 5, 139-156. Cornett, R. (1972). Cued Speech Parent Training and Follow-up Program. Washington , DC : Bureau of Education for Handicapped, DHEW 96. Crary, M.A. (1993). Developmental Speech Disorder. San Diego , CA : Singular Publishing. Hall, D.K., Jordan , L.S., & Robin, D.A. (1993). Developmental Apraxia of Speech: Theory and Clinical Practice. Austin , TX : Pro-Ed. Hayden, D. (2006). Welcome to the PROMPT Institute . Retrieved September 26, 2006, from http://www.promptinstitute.com/ Hayden, D.A., &Square, P.A. (1994). Motor speech treatment hierarchy: A system's approach. Clinics in Communication Disorders, 4, 151-161. Haynes, S. (1985). Developmental apraxia of speech: Symptoms and treatment. In D. Johns (ed.), Clinical Management of Neurogenic Communication Disorders (pp.259-266). Boston : Little, Brown & Co. Helfrich-Miller, K.R. (1984). Melodic intonation therapy with developmentally apraxic children. Seminars in Speech and Language , 5, 119-126. Helfrich-Miller, K.R. (1994). Melodic intonation therapy with developmentally apraxic children. Clinics in Communication Disorders, 4, 175-182 Jaffe, M. (1984). Neurologic impairment of speech production: Assessment and treatment. In J. Costello (ed.), Speech Disorders in Children (pp.157-186). San Diego , CA : College-Hill Press. Joffe, B. (2000). Connecting speech pathology, movement and music. Acquiring Knowledge in Speech, Language and Hearing, 2(3), 109-111. Joffe, B., & Reilly, S. (2004). The evidence base for the evaluation and management of motor speech disorders in children. In S. Reilly , J. Oates & J. Douglas (eds.), Evidence Based Practice in Speech Pathology, (pp.219-257). London : Whurr Publishers. Klick, S.L. (1984). Adapted cueing technique for use in treatment in dyspraxia. Language, Speech and Hearing Services in the Schools, 16, 256-259. Klick, S.L. (1994). Adapted cueing technique: Facilitating sequential phoneme production. Clinics in Communication Disorders, 4, 183-189. Marquardt, T., & Sussman, H. (1991). Developmental apraxia of speech: Theory and practice. In D.Vogel & M. Cannito (eds.), Treating Disordered Speech Motor Control (pp.341-290). Austin , Texas : Pro-Ed. Nuffield Centre Dyspraxia Programme. (1992). Nuffield Hearing and Speech Centre, London . Nuffield Centre Dyspraxia Programme Limited (2006). Nuffield Centre Dyspraxia Program 3 RD Edition. Retrieved September 26, 2006, from http://www.ndp2004.org/ Pannbacker, M. (1988). Management strategies for developmental apraxia of speech: A review of literature. Journal of Communication Disorders, 21, 363-371. Rosenbek, J.C. (1978). Treating apraxia of speech. In D.F. Johns (ed.), Clinical Management of Neurogenic Communication Disorders. Boston : Little, Brown. Rosenbek, J.C., Hansen, R., Baughman, C., & Lemme, M. (1974). Treatment of developmental apraxia of speech: A case study. Language, Speech, and Hearing Services in the Schools , 5, 13-22. Rosenbek, J.C., McNeil, M.R., & Aronson, A.E. (1984). Apraxia of Speech: Physiology, Acoustics, Linguistics and Management. San Diego : College-Hill Press. Rosenbek, J., & Wertz, R.T. (1972). A review of 50 cases of developmental apraxia of speech. Journal of Speech and Hearing Research, 26, 231-249. Shelton , I.S., & Garves, M.M. (1985). Use of gestural techniques in therapy for developmental apraxia of speech. Language, Speech, and Hearing Services in Schools, 16, 129-131. Shriberg, L.D., Aram , D.M., & Kwiatkowski, J. (1997). Developmental apraxia of speech: 1. Descriptive and theoretical perspectives. Journal of Speech, Language and Hearing Research, 40, 273-285. Skeat. J. & Joffe, B. (2003). DAS: Terminology, nature, diagnosis and treatment of a controversial disorder. In C. Williams & S. Leitão (eds.), Nature Nurture Knowledge: Proceedings of the Speech Pathology Australia National Conference. Melbourne : Speech Pathology Australia . Smith, P.K., & Engel, B.J. (1984). Melodic Apraxia Training. Tucson, AZ: Communication Skill Builders. Square, P.A. (1999). Treatment of developmental apraxia of speech: Integral stimulation methods. In A. Caruso & E.A. Strand (eds.), Clinical Management of Motor Speech Disorders in Children (pp.109-148). New York : Thieme. Square, P.A., & Martin, R.E. (1994). The nature and treatment of neuromotor speech disorders in aphasia. In R. Chapey (ed.), Language Intervention Strategies in Adult Aphasia (pp. 467-499). Baltimore , Maryland : Williams and Wilkins. Square, P.A., Roy , E.A., & Martin, R.E. (1997). Apraxia of speech: Another form of praxis disruption. In L.J. G. Rothi & K.M. Heilman (eds.), Apraxia: The Neuropsychology of Action (pp. 173-206). East Sussex, England : Psychology Press. Strand , E.A. (1995). Treatment of motor speech disorders in children. Seminars in Speech and Language , 16, 126-139. Strand , E.A., & Skinder, A. (1999). Treatment of developmental apraxia of speech: Integral stimulation methods. In A. Caruso & E.A. Strand (eds.) Clinical Management of Motor Speech Disorders in Children (pp.109-148). New York : Thieme. Velleman, S. (2005). Special considerations in intervention. In A. Kamhi & K. Pollack (Eds.), Phonological Disorders in Children: Clinical Decision-Making in Assessment and Intervention (pp. 201-210). Baltimore : Paul H. Brookes. Velleman, S (2003). Childhood apraxia of speech: Resource guide. New York : Delmar Learning. Velleman, S.L., & Strand , K. (1994). Developmental verbal dyspraxia. In J.E. Bernthal & N.W. Bankson (eds.), Child Phonology: Characteristics, Assessment, and Intervention with Special Populations (pp. 110-139). New York : Thieme. Yorkston, K.M., Beukelman, D.R., Strand, E.A., & Bell , A. (1999). Management of Motor Speech Disorders . Austin-Texas: Pro-Ed. Yoss, K.A., & Darley, F.L. (1974). Therapy in developmental apraxia of speech. Language, Speech and Hearing Services in Schools, 5, 23-31. Young, E.H., & Stitchfiled- Hawk, S. (1955). Moto-kinesthetic Speech Training Therapy. Stanford , CA : Stanford University Press. Berry , W. (Ed), (1983). Clinical dysarthria . California : College Hill Press Beukelman, D. & Mirenda, P. (1998) Augmentative and alternative communication: management of severe communication disorders in children and adult. Baltimore : Brookes Pub. Blumberg, M. (1955). Respiration and speech in the cerebral palsied child. American Journal Of Diseases of Children , 89 , 48-53 Cerny, F., Panzarella, K. & Stathopoulos.E. (1997). Expiratory muscle conditioning in hypokinetic children with low vocal intensity levels. Journal of Medical Speech- Language Pathology, 5 , 141-152 Collins, M., Rosenbek, J. & Donahue, E. (1982). The effects of posture on speech in ataxic dysarthria. American Speech and Hearing Association , 24, 247 Duffy, J.R, (2005). Motor speech disorders: substrates, differentiald diagnosis and management , (2 nd Ed). St Louis : Mayo Foundation for Medical Education and Research Dworkin, J. (1991) Motor speech disorders a treatment guide . Texas : Mosby Year Book Fokes, J. (1976) Fokes sentence builder . Boston : Teaching Resources Corp Hammen V. & Yorkston, K. (1994). Respiratory patterning and variability in dysarthric speech. Journal of Medical Speech Language and Pathology , 2 , 253 Helm. N. (1979). Management of palilalia with a pacing board. Journal of Speech and Hearing Disorders , 44 , 350 Hixon, T., Hawley, J. & Wilson, (1982). An around-the-house device for the clinical determination of respiratory driving pressure: A note on making the simple even simpler. Journal of Speech and Hearing Disorders , 47 , 413 Hodge, M. & Wellman, L. (1999). Management of children with dysarthria in: Caruso, A. & Strand, E. (Eds). Clinical management of motor speech disorders in children . New York Holley, L., Hambley, G. & Taylor, P. (1973). Palatal lift for velopharyngeal incompetence: Report of case. Journal of Dentistry for Children , 467-470 Hustad, K. & Sassano, K. (2002). Effects of rate reduction on severe spastic dysarthria In cerebral palsy. Journal of Medical Speech Language Pathology , 10 ,4, 287-292 Karnell, M., Hansen, J., Hardy, J., Lavelle,W. & Markt, J. (2004). Nasalance measurements as outcome indices for palatal lift management: Lift in versus lift out, Journal or Medical Speech-Language Pathology, 12 , 1, 21-29 Alexander, A., Anderson, H., Heilman, P., Voeller, K., & Torgesen, J. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206. Applebee, A. (1978). The child’s concept of story: ages two to seventeen. Chicago: The University of Chicago Press. Arnold, D., Lonigan, C., Whitehurst, G., & Epstein, J. (1994). Accelerating language development through picture book reading: replication and extension to a videotape training format. Journal of Educational Psychology, 86(2), 235-243. Badian, N. (2000). Do preschool orthographic skills contribute to predictions of reading? In N. Badian (Ed.), Prediction and prevention of reading failure (pp. 31-56). Timonium: York Press. Bellon, M., & Olgetree, B. (2000). Repeated storybook reading as an instructional method. Intervention in Schools and Clinics, 2, 75-61. Bradshaw, M., Hoffman, P., and Norris, J. (1998). Efficacy of expansions and cloze procedures in the development of interpretations by preschool children exhibiting delayed language development. Language, Speech and Hearing Services in Schools, 29(2), 85-96. Brookshire, R. (1997). Introduction to neurogenic communication disorders (6th ed.). St Louis: Mosby. Calkins, L. (1986). The art of teaching writing. Portsmouth: Heinemann. Carrow-Woolfork, E (1988). Theory, assessment and intervention in language Catts, H. (1991). Early identification of dyslexia: evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41, 163-177. Catts, H. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948-958. Catts, H., Fey, M., Zhang, X., & Tomblin, B. (2001). Estimating the risk of future reading difficulties in kindergarten children: a research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50. Charlop-Christy, M., & Kelso, S. (2003). Teaching children with autism conversational speech using a cue/written script program. Education & Treatment of Children, 26(2), 108-127. Clay, M. (1979). The early detection of reading difficulties: a diagnostic survey with recovery procedures. Exeter: Heinemann. Cognitive Concepts. (2005). Earobics Literacy Launch. Retrieved August 29th 2006 from http://www.earobics.com Cox, S. (2003). Using computer technology to teach phonological awareness skills. ACQuiring knowledge in Speech, Language and Hearing, 5(3), 111-113. Crain-Thoreson, C., & Dale, P. (1999). Enhancing linguistic performance: parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-40. Dickinson, D. (Ed.). (1994). Bridges to literacy: children, families, and schools. Massachusetts: Blackwell Publishers. Dorn, L., French, C., Jones, T. (1998). Apprenticeship in literacy: transitions across reading and writing. York: Stenhouse Publishers. Ezell, H., & Justice, L. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech-Language Pathology, 9, 36-47. Farnsworth Diehl, S. (1999). Listen and learn? A software review of Earobics. Language,Speech & Hearing Services in Schools, 30(1), 108-117. Fountas, I., & Pinell, G. (1996). Guided reading. Portsmouth: Heinemann. Frank, M. (1990). Reading as communication: an interactive approach (3rd eds.). Gillam, R., & Johnson, J. (1992). Spoken and written language relationships in language/learning-impaired and normally achieving school age children. Journal of Speech and Hearing Research, 35, 1303-1315. Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech & Hearing Services in Schools, 31(2), 126-141. Gillon, G. (2002). Phonological awareness for children: from the research laboratory to the clinic, The ASHA leader online. Retrieved on 3rd June, 2006 from http://www.asha.org /about/publications/leader-online/archives/2002/q4/021203a.htm Gillon, G. (2002b). Follow-up study investigating benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language and Communication Disorders, 37(4), 381-400. Gillon, G. (2004). Phonological awareness: from research to practice. New York: The Guilford Press. Gillon, G. (2004). Phonological awareness: from research to practice. New York: The Guilford Press. Goodman, K. (1967). Reading: a psycholinguistic guessing game. Journal of the Graham, M., & Avent, J. (2004). A discipline-wide approach to group treatment. Topics in Language Disorders, 24(2), 105-118. Graybeal, C. (1981). Memory for stories in language-impaired children. Applied Psycholinguistics, 2, 269-283. Hodson, B., & Edwards, M. (1997). Perspectives in applied phonology. Maryland: Aspen Publications. Holdaway, D. (1982). Shared book experience: teaching reading using favourite books. Theory into practice, 21(4), 293-300. Holdaway, D. (1990). Independence in reading (3rd ed.). Sydney: Ashton Scholastic. Hontz Hockenberger, E., Goldstein, H., & Siriannj Haas, L. (1999). Effects of commenting during joint book reading by mothers with low SES. Topics in Early Childhood Special Education, 19(1), 15-28. Hornby, D. (2000). A closer look at guided reading. Victoria: Eleanor Curtain Publishers. Jongsma, E. (1971). The cloze procedure as a teaching technique: Delware: International Reading Association. Justice, L., & Ezell, H. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9(3), 257-269. Justice, L., & Ezell, H. (2001). Written language awareness in preschool children from low-income households: a descriptive analysis. Communication Disorders Quarterly, 22, 123-134. Justice, L., & Ezell, H. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language, 11, 17-29. Justice, L., Weber, S., Ezell, H., & Bakeman, R. (2002). A sequential analysis of children’s responsiveness to parental references to print during shared storybook reading. American Journal of Speech-Language Pathology, 11(1), 30-40. Justice, L., & Ezell, H. (2004). Print referencing: an emergent literacy enhancement strategy and its clinical implications. Language, Speech, and Hearing Services in Schools, 35, 185-193. Justice, L. (2005). Print referencing efficacy. University of Virginia: Structured Abstract, Retrieved July 17th 2006 from http://ies.ed.gov/ncer/projects/read_write/fy05_uva_abstract.asp Kaderavek, J., & Justice, L. (2002). Shared storybook reading as an intervention context: practices and potential pitfalls. American Journal of Speech-Language Pathology, 11(4), 395-407. Klesius, J., & Griffith, P. (1998). Interactive storybook reading for at-risk learners. In Allington, R. (ed.). Teaching struggling readers: articles from The Reading Teacher. Newmark: International Reading Association. Pp 175-186). Kouri, T., Selle, C., Riley, S. (2006). Comparison of meaning and graph phonemic feedback strategies for guided reading instruction of children with language delays. American Journal of Speech-Language Pathology, 15(3), 236- 247. Lehr, F., & Osborn, J. (Ed.). (1994). Reading, language, and literacy: instruction for
the twenty-first century. New Jersey: Lawrence Erlbaum Associates. Liboiron, N. & Soto, G. (2006). Shared storybook reading with a student who uses alternative and augmentative communication: A description of scaffolding practices. Child Language Teaching and Therapy, 22(1), 69-95. Liles, B. (1985). Cohesion in the narratives of normal and language disordered children. Journal of Speech and Hearing Research, 28, 123-133. Liles, B. (1987). Episode organisation and cohesive conjunctives in narratives of children with and without a language disorder. Journal of Speech and Hearing Research, 30, 185-196. Liles, B., & Purcell, S. (1987). Departures in the spoken narratives of normal and language-disordered children. Applied Psycholinguistcs, 8, 185-202. Lindamood, P., & Lindamood, P. (1998). The Lindamood Phoneme Sequencing Program for reading, spelling, and speech (LiPS): complete classroom version (3rd eds). Texas: PRO-ED. MacLachlan, B., & Chapman, R. (1988). Communication breakdowns in normal language learning-disabled children’s conversation and narration. Journal of Speech and Hearing Disorders, 53, 2-7. Merritt, D., & Liles, B. (1987). Story grammar ability in children with and without language disorder: story generation, story retelling, and story comprehension. Journal of Speech and Hearing Research, 30, 539-552. Morgan, A. (2005). Shared reading interactions between mothers and pre-school children: case studies of three dyads from a disadvantaged community. Journal of Early Childhood Literacy, 5(3), 279-304. Myers, C. (1983). Drawing as prewriting in preschool. In Myers, M., & Gray, J. (Ed.). Theory and practice in the teaching of composition. Urbana: NCTE. Nelson, K. (1986). Event knowledge: structure and function in development. Hillsdale: Lawrence Erlbaum Associates. Nelson, N. (2005). The context of discourse difficulty in classroom and clinic: an update. Topics in Language Disorders, 25(4), 322-331. Olswang, L., & Bain, B. (1991). Intervention issues for toddlers with specific language impairments. Topics in Language Disorders, 11, 69-86. Parker, R., & Unsworth, L. (1986). Bridging the gaps: cloze for effective teaching. Victoria: Robert Anderson & Associates. Paul, R. (2001). Language disorders from infancy through adolescence: assessment and intervention (2nd Ed.). Missouri: Mosby. Pokorni, J., Worthington, C., & Jamison, P. (2003). Phonological awareness intervention: comparison of FastForWord, Earobics and LiPS. The Journal of Educational Research, 97(3), 147-158. Purcel, S., & Liles, B. (1992). Cohesion repairs in the narratives of normal-language and language-disordered school-age children. Journal of Speech and Hearing Research, 35, 354-362. Rasinski, T., & Padak, N. (2000). Effective reading strategies: teaching children who find reading difficult (2nd ed.). Upper Saddle River: Merrill. Roberts, B. (1992). The evolution of the young child’s concept of word as a unit of spoken and written language. Reading Research Quarterly, 27, 125-137. Roberts, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children’s language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48(2), 345-360. Rye, J. (1982). Cloze procedure and the teaching of reading. London: Heinemann Educational Books. Schwartz, R. (2005). Decisions, decisions: responding to primary, student during guided reading. The Reading Teacher, 58(5), 436-443. Shames, G., & Anderson, N. (2002). Human communication disorders: an introduction (6th Ed.). Boston: Allyn and Bacon. Silliman, E., Bahr, R., Beasman, J., & Wilkinson, L. (2000). Scaffolds for learning to
read in an inclusion classroom. Language, Speech & Hearing Services in Smith, F. (1973). Psycholinguistics and reading. New York: Holt, Rinehart and Winston. Spalding, R., & North, M. (2003). The writing road to reading: the Spalding method
for teaching speech, spelling, writing, and reading (5th ed.). New York: Harper Collins. Spalding Education International. (n.d.). Spalding Education International. Retrieved June 4th 2006 from www.spalding.org Taylor, R., & Iacono, T. (2003). AAC and scripting activities to facilitate communication and play. Advances in Speech-Language Pathology, 5(2), 79-93. Taylor, W. (1953). Cloze procedure: a new tool for measuring readability. Journalism Quarterly, 30, 415-433. Ukrainetz, T. (1998). Stickwriting stories: a quick and easy narrative representation strategy. Language, Speech and Hearing Services in Schools, 29(4), 197-207. Ukrainetz McFadden, T. (1998). The immediate effects of pictographic representation on children’s narratives. Child Language Teaching and Therapy, 12(1), 51-67. Valdez-Menchaca, M., & Whitehurst, G. (1992). Accelerating language development through picture book reading: a systematic extension to Mexican day care. Developmental Psychology, 28(6), 1106-1114 Vygotsky, L. (1962). Thought and language. Cambridge: M.I.T. Press. Walker, B. (2000). Diagnostic teaching of reading (4th edn.). Upper Saddle River: Merrill. Warr-Leeper, G. (1983). The language management library: therapy procedures for the treatment of pragmatic disorders (Vol 1). Ontario: Marnier Graphics & Communications. Wasowicz, J. (1998). Computer applications. Child Language Teaching and Therapy Journal, 14(3), 279-299. Watson, A., & Badenhop, A. (Ed.) (1993). Prevention of reading failure. Sydney: Westwood, P. (2004). Reading and learning difficulties: approaches to teaching and assessment. London: David Fulton Publishers.Whitehurst, G., Arnold, D., Epstein, J., Angell, A., Smith, M., & Fischel, J. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689. Whitehurst, G., Falco, F., Lonigan, C., Fischel, J., DeBaryshe, B., Valdez-Menchaca, M., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559. Worthington, P., & Benson, A. (2006). Lindamood-Bell learning processes (LBLP) Yola Center. (2005). Beginning reading: a balanced approach to literacy during the first three years of school. Crows Nest: Allen & Unwin. Yopp, R., & Yopp, H. (2001). Literature-based reading activities (3rd edn.). Boston: Allyn and Bacon. Ahsam, S., Shepherd, J. and Warren-Adamson, C. (2006). Working with pre-school practitioners to improve interactions . Child Language Teaching and Therapy, 22 , 2, p. 197 Baxendale, J. and Hesketh, A. (2003). Comparison of the effectiveness of the Hanen Parent Programme and traditional therapy. International Journal of Language Communication Disorders, 38, (4), 397 – 415. Bellon-Harn, M.L., Hoffman, P.R., and Harn, W.E. (2004). Use of cloze and contrast word procedures in repeated storybook reading: targeting multiple domains. Journal of Communication Disorders, 37, 1, 53-75. Camarata, S.M., Nelson K.E. & Camarata, M. N., (1994) Comparison of Conversational- Recasting and Imitative Procedures for Training Grammatical Structures in Children With Specific Language Impairment. Journal of Speech and Hearing Research, 37, pp. 1414-1423. Cleave, P., and Fey, M. (1997). Two approaches to the facilitation of grammar in children with language impairments: Rationale and Description. American Journal of Speech and Hearing Research, 40, 480- 492 Cogher, L. (1999). The use of non-directive play in speech and language therapy. Child Language Teaching and Therapy, 15, 1 , p . 7. Connell, P. (1982). On training language rules. Language, Speech and Hearing Services in Schools , 13, pp. 231-248 Eadie, P. (2004). The evidence base for management of late talkers. In Reiley, S., Douglas , J. & Oats, J (Eds.), Evidence- based practice in speech pathology. London : Whurr. Early Childhood Australia Inc.(2006).Everyday learning and play. Retrieved, June, 25, 2006 from Childhood Australia website: http://www.earlychildhoodaustralia.org.au/everyday_learning_and_play/ Fey, M. (2000). Elicited imitation, modelling and recasting intervention for children with specific language impairments. In D. Bishop and L. Leonard (Eds.), Specific Speech and Language Disorders in Children . London : Psychology Press. Fey, M. (1986). Language intervention with young children . Boston : Allyn & Bacon. Fey, M, Cleave P.L., & Long, S.H., (1997). Two Models of Grammar Facilitation in Children with Language Impairments: Phase 2. Journal of Speech, Language and Hearing Research, 40 (1), pp.5-19. Fey, M., Windsor, J., & Warren, S. (1995). Language intervention: preschool through elementary years. Baltimore : P H Brookes. Gibbard, D. (1994). Parental-based intervention with pre-school language-delayed children. European Journal of Disorders of Communication, 29, pp. 131-150. Girolametto, L.E. (1988). Improving the Social-Conversation Skills of Developmentally Delayed Children: An Intervention Study. Journal of Speech and Hearing Disorders, 53 (May), 156-167. Girolametto, L., Pearce, P.S., and Weitzman, E. (1996). Interactive Focused Stimulation for Toddlers with Expressive Vocabulary Delays. . Journal of Speech, Language, and Hearing Research, 39, 1274 – 1283. Girolametto, L., Weitzman , E., and Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech - Language Pathology , 12, 3, p.299. Hadley, P.A, and Schuele, M.C. (1998). Facilitating peer interaction: Socially relevant objectives for preschool language intervention. American Journal of Speech - Language Pathology, 7, 4, 25 – 37. Haley , K.L., Camarata, S.M., and Nelson, K.E. (1994). Social Valence in Children with Specific Language Impairment during Imitation-Based and Conversation-Based Language Intervention. Journal of Speech, Language, and Hearing Research, 37, 378 - 388. Hart, B., and Risley, T. (1975). Incidental Teaching of language in the preschool. Journal of Applied Behaviour Analysis, 8, 411-422. Hart, B., and Risley, T. R. (1980). In vivo language intervention in the preschool. Journal of Applied Behaviour Analysis, 8 , 411 – 420. Haynes, W., Moran, M. J. & Pindzola, R. (2006). Communication disorders in the classroom: An introduction for professionals in school settings . Sadbury , Massachusetts : Jones & Bartlett. Hedge, M. N. & Maul, C. A. (2006). Language disorders in children: an evidence- based approach to assessment and treatment. Boston : Allyn & Bacon. Hubell, R. (1981). Children's language disorders: An integrated approach . Englewood Cliffs, NJ: Prentice Hall. Johnson, C. J. (2006). Getting Started in Evidence-Based Practice for Childhood Speech-Language Disorders . American Journal of Speech - Language Pathology, 15, 1, 20 – 36. Kaiser, A.P., Yoder, P.J., & Keetz, A. (1992). Evaluating milieu teaching. In S.F. Warren & J. Reichle (Eds.), Communication and language intervention series: Vol. 1. Causes and effects in communication and language intervention. Baltimore : Paul H. Brookes. Kaiser, A.P., and Hester, P.P. (1994). Generalized Effects of Enhanced Milieu Teaching. Journal of Speech, Language, and Hearing Research, 37, 1320 – 1340. Kirchner, D. (1991). Reciprocal book reading: A discourse-based intervention strategy for the child with atypical language development. In T. Gallagher (Ed), Pragmatics of Language: Clinical practice issues . San Diego , CA : Singular Publishing Group. Kouri, T. (2005). Lexical training through modeling and elicitation procedures with late talkers who have specific language impairment and developmental delays. Journal of Speech, Language, and Hearing Research 48, 157 – 172. Lahey, M. (1988). Language disorders and language development. New York : Macmillan. Law J. (1997). Evaluating intervention for language impaired children: a review of the literature. European Journal of Disorders of Communication , 32, pp.1-14 Law J, Garrett Z, & Nye C. (2003) Speech and language therapy interventions for children with primary speech and language delay or disorder. The Cochrane Database of Systematic Reviews , 3. Law, J., Garret, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech delay/disorder. A meta-analysis . Journal of Speech, Language, and Hearing Research, 47 (4), 924-943. Retrieved May 8, 2006, from ProQuest database. Law J, Garrett Z, Nye C. Speech and language therapy interventions for children with primary speech and language delay or disorder. The Cochrane Database of Systematic Reviews 2003, Issue 3 Lederer, S.H. (2002). Collaborative pretend play: From theory to therapy . Child Language Teaching and Therapy, 18 , 3, p. 233 Leonard, L. (1975). The role of non-linguistic stimuli and semantic relations in children's acquisition of grammatical utterances. Journal of Experimental Child Psychology, 19 , 346 – 357. Leonard, L., & Fey, M. (1991). Facilitating grammatical development: The contribution of pragmatics. In T. Gallagher (Ed.), Pragmatics of Language: Clinical practice issues. San Diego , CA : Singular Publishing Group. Mac Donald, J., Blott J., Gordon, K., Spiegel, B., and Hartman, M. (1974). An experimental parent-assisted treatment program for preschool language-delayed children. Journal of Speech and Hearing Disorders, 39, 385 -415. Nelson, K.E., Camarata S.M., Welsh, J., Butkovsky, L. & Camarata, M., (1996). Effects of Imitative and Conversational Recasting Treatment on the Acquisition of Grammar in Children With Specific Language Impairment and Younger Language-Normal Children. Journal of Speech and Hearing Research, 39, pp. 850-859. Nelson, H.D, Nygren, P., Walker , M. & Panoscha, R. (2006). Screening for Speech and Language Delay in Preschool Children: Systematic Evidence Review. Pediatrics , 117, pp. 298-319 Olswang, L. & Bain, B. (1991). Intervention issues for toddles with specific language impairments. Topics in Language Disorders, 11, 69-86 Owens, R.E. Jr., and Robinson, L.A. (1997). Once upon a time: Use of children's literature in the preschool classroom. Topics in Language Disorders , 17, 2, 19 – 35. Owens, R. (1996). Language development: and introduction . 4 th Ed. Boston: Allyn & Bacon. Owens, R. (1999). Language Disorders: A functional approach to assessment and intervention (ed. 3). Needham Heights , MA : Allyn & Bacon. Paul, R. (2001). Language Disorders from Infancy through Adolescence: Assessment and intervention. 2 nd Ed. Missouri : Mosby. Paul, R. (2002). Introduction to Clinical Methods in Communication Disorders , Baltimore , Maryland : Paul H. Brook. Robertson S.B. & Weismer S.E. (1997). The Influence of Peer Models on the Play Scripts of Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research , 40, pp. 49-61 Rogers-Warren, A., and Warren, S. (1980). Mands for verbalization: Facilitating the generalization of newly trained language in children. Behaviour Modification, 4 , 230 – 245. Rossetti, L.M. (1996). Communication Intervention: Birth to three. San Diego , CA : Singular Publishing Group. Sawyer, D.J. (1991).Whole language in context: Insights into the current debate. Topics in Language Disorders, 11 (3), 1-13. Shames, G.H. & Anderson , N.H. (Eds.) (2002) Human communication disorders : an introduction. 6th Ed. Boston: Allyn and Bacon. Tannock, R., Girolametto, L.E. & Siegel, L. (1992). The Interactive model of Language Intervention: Evaluation of its Effectiveness for Pre-School-Aged Children with Developmental Delay. American Journal of Mental Retardation , 97, (2), 145-160. The Hanen Centre. (2002). Retrieved 15 July, 2002 from The Hanen Centre website: http:www.hanen.org. Tiegerman-Farber, E. (1995). Language and Communication Intervention in Preschool Children. Boston : Allyn and Bacon Warren , S.F., McQuarter, R.J., and Rogers-Warren, A.K. (1984). The effects of Mands and Models on the speech of unresponsive language-delayed Preschool children. Journal of Speech and Hearing Disorders, 49, 43 – 52. Warren , S.F., Gazdag, G.E., Bambara, L.M., and Jones, H.A. (1994). Changes in the Generativity and Use of Semantic Relationships Concurrent With Milieu Language Intervention. Journal of Speech and Hearing Research, 37 , 924 – 934. Weitzner-Lin, B.(2004). Communication Assessment and Intervention with Infants and Toddlers. St Louis , Missouri : Butterworth Heinemann. Yoder, P.J., Kaiser, A.P., and Alpert, C.L. (1991). An Exploratory Study of the Interaction between Language Methods and Child Characteristics. Journal of Speech and Hearing Research, 34 , 155 – 167. Yoder, P.J., Kaiser, A.P., and Alpert, C.L. (1991). Following the Child's Lead when Teaching Nouns to Preschoolers with Mental Retardation. Journal of Speech and Hearing Research, 36 , 158 – 167. Yoder, P.J., Spruytenburg, H., Edwards, A., and Davies, B. (1995). Effect of verbal routine contexts and expansions on gains in mean length of utterance in children with developmental delays. Language, Speech, and Hearing Services in Schools, 26 , 21–32. McCathren, R.B., Warren , S.F., and Yoder, P.J. (1996). Prelinguistic predictors of later language development. In K.N. Cole, P.S. Dale and D.J. Thal (Eds.), Communication and language intervention series: Vol. 6. Advances in assessment of communication and language. Baltimore : Paul H. Brookes Publishing Co. Paul, R. (2001). Language Disorders from Infancy through Adolescence: Assessment and intervention. 2 nd Ed. Missouri : Mosby. Prizant, B. (1989). The expression of communicative intent: Assessment guidelines. Seminars on Speech and Language, 10 , 77 – 91. Warren , S.F., Yoder, P.J., Gazdag, G.E., Kim, K., and Jones, H.A. (1993). Facilitating Prelinguistic Communication Skills in Young Children with Developmental Delay. Journal of Speech and Hearing Research, 36, 83 – 97. Warren , S.F., and Yoder, P.J. (1998). Facilitating the Transition from Preintentional to Intentional Communication. In A.M. Wetherby, S.F. Warren, and J. Reichle (Eds.), Transitions in Prelinguistic Communication. Baltimore : Paul H. Brookes Publishing Co. Yoder, P.J., Warren , S.F., Gazdag, G.E., Kim, K. (1994). Facilitating Prelinguistic Communication Skills in Young Children with Developmental Delay II: Systemic Replication and Extension. Journal of Speech and Hearing Research, 37, 841 – 851. |
|
|
|