Purpose: This study examined the quantity and complexity of speech-language pathologists' (SLPs') talk during therapy with school-aged children and explored the extent to which SLP- and session-level characteristics contribute to the variability in SLP talk quantity, grammatical complexity, and lexical complexity during therapy. Method: We used…

This study aims to identify the phonological error patterns of normally developing children who speak colloquial Jordanian Arabic dialect and to provide normative data for the age of suppression for each phonological error pattern. One hundred fifty-four normally developing children (68 females and 86 males) ranging from 3 to 6.5 years were…

Purpose: This study explored the relation between therapy group size and language outcomes for children receiving school-based language therapy through an implementation science lens. Method: Data for the current study were gathered as part of the Speech-Language Therapy Experiences in Public Schools study. Participants included 273…

Although speech-language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets…

More than half of U.S. speech-language pathologists (SLPs) currently practice in the school setting and 92.6% of SLPs who work in schools provide services focused on children's speech sound production (articulation and/or phonology). This article describes evaluation and eligibility requirements for children with speech sound disorders in the…

Learning disabilities are a heterogeneous group of disorders characterized by failure to acquire, retrieve, or use information competently. They are the most severe and chronic form of learning difficulty in children. They can be present at birth or acquired as a result of illness, exposure to toxins, poor nutrition, medical treatment,…

Background: Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their…

Teachers often report difficulty in knowing how to best help a child who stutters in the classroom. Many children who stutter can handle oral reading tasks satisfactorily, particularly if they are encouraged to practice at home. Some, however, will stutter severely while reading aloud in class. Teachers should always keep in mind that each child…

Purpose: This archival study examined the relationship between the speech sound production skill of kindergarten children and literacy outcomes in Grades 1-3 in a data set where most children's vocabulary skills were within normal limits, speech therapy was not provided until 2nd grade, and phonological awareness instruction was discouraged at the…

Stuttering interferes with a person's ability to speak fluently. It involves the repetition; prolongation; or blockage of sounds, syllables, or words. When a child stutters, he may hesitate to raise his hand in class, read aloud, or talk with other children in the class. Stuttering usually begins between the ages of two and four. While there is no…

There are three types of schools for the deaf included in this bulletin: (1) Those controlled and supported by the State; (2) Those controlled and financed by private organizations; and (3) Those operated as a part of the city public-school systems. This bulletin provides information for the schools for the deaf from 1917 to 1918. Contents…