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Extending Complexity to Word-Final Position via Telepractice: Intervention Effects for English-Speaking Children with Speech Sound Disorder
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Irina Potapova; Abby John; Sonja Pruitt-Lord; Jessica Barlow – Language, Speech, and Hearing Services in Schools, 2025
Purpose: Phonologically complex targets (e.g., [pl-]) are understood to facilitate widespread gains following speech sound intervention, and yet, available research largely features word-"initial" clusters. The present study investigates intervention effects following treatment of complex clusters presented in word-"final"…
Descriptors: Children, Speech Impairments, Articulation Impairments, Speech Language Pathology
The Use of an Invented Language Rule in the Differentiation of Normal and Language-Impaired Spanish-Speaking Children.
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Roseberry, Celeste A.; Connell, Phil J. – Journal of Speech and Hearing Research, 1991
The study found differential learning rates in a group of bilingual children (ages four to six) with limited English proficiency (LEP) when they all were taught an invented morpheme. The language-impaired children in the group learned the morpheme at a slower rate than the nonimpaired children. Results have implications for identifying language…
Descriptors: Handicap Identification, Language Acquisition, Language Handicaps, Learning Processes
Evidence of Repeated Access to Immediate Verbal Memory during Handwriting.
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Pynte, Joel; And Others – European Journal of Psychology of Education, 1991
Presents results of an experiment seeking relationships between motor activities and more central language production processes. Concludes that the same motor program was used for occurrences of repeated morphemes in the experiment. Reports that nonrepeated morphemes were recovered from verbal memory while the preceding repeated morpheme was being…
Descriptors: Cognitive Processes, Foreign Countries, Handwriting, Language Processing
The Application of Sameness Analysis to Spelling.
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Dixon, Robert C. – Journal of Learning Disabilities, 1991
Three curricular approaches to spelling instruction are discussed: whole word; phonemic; and morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling, and the influence of generalization upon retention and transfer is…
Descriptors: Concept Formation, Elementary Secondary Education, Generalization, Learning Disabilities
The Use of the "Cantigas de amigo" for a History of Portuguese Language Course.
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Parks, Roger L.; Vigil, Neddy – Hispania, 1992
A context-based framework for teaching the history of Portuguese is presented. It incorporates passages from a medieval Galician-Portuguese work to illustrate diachronic linguistic processes in the evolution of the language. Advantages of the approach, prerequisites, text, and syllabus are described, and a sample analysis is provided. (53…
Descriptors: Diachronic Linguistics, European History, Higher Education, Language Patterns
Phonemes, Phonetics, and Phonograms: Advanced Language Structures for Students with Learning Disabilities.
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Yoshimoto, Ronald – TEACHING Exceptional Children, 1997
This article describes the Advanced Language Structures program, a language program for students in grades K-12 who are gifted or gifted/at-risk or who have dyslexia/learning disabilities. The program emphasizes prefixes, suffixes, and Latin/Greek roots to provide students with strategies for reading and spelling higher-level words and developing…
Descriptors: Dyslexia, Elementary Secondary Education, English Instruction, Gifted