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Direct linkByrd, Courtney T.; Coalson, Geoffrey A.; Young, Megan M. – Topics in Language Disorders, 2022
The purpose of this study was to examine the benefits of a treatment approach for adults who stutter that focuses on core communication competencies rather than attempt to modify speech fluency. Eleven adults who stutter completed a 12-week treatment program at The Arthur M. Blank Center for Stuttering Education and Research. Pre- and…
Descriptors: Adults, Stuttering, Communication Skills, Intervention
Krok, Windi; Norton, Elizabeth S.; Buchheit, Mary Kate; Harriott, Emily M.; Wakschlag, Lauren; Hadley, Pamela A. – Topics in Language Disorders, 2022
Although language samples are child-friendly and well-suited for obtaining global measures of language production, structured protocols have the potential to elicit many different exemplars of language structures in a shorter amount of time. We created a structured elicitation protocol, the Sentence Diversity Priming Task (SDPT), to efficiently…
Descriptors: Toddlers, Sentences, Language Skills, Picture Books
Sandra Gillam; Lauren Horton; Meagan Reynolds; Adeiye Oluwaseun-Sobo; Jennifer Topple; Samantha Walters; Annelies Lippert; Shelby Gentry; Karissa Cummings; Ryan Sainsbury; Ronald Gillam – Topics in Language Disorders, 2025
This project drew upon evidence in the field of professional learning and development (PLD) in education to create and evaluate a PLD program to foster the use of narrative intervention evidence-based practices by classroom teachers working with students with language and literacy difficulties (LLD) in Grades 3 through 5. The primary aim of the…
Descriptors: Elementary School Teachers, Faculty Development, Elementary School Students, Language Impairments
Brigid McNeill; Gail Gillon – Topics in Language Disorders, 2025
This national implementation study aimed to evaluate the effectiveness of Tier 2 structured literacy teaching set within a multi-tiered system of support. Case-controlled matching was used to determine the impact of the implementation for 1,265 5-year-old children. One comparison group included 1,265 children who were matched to the experimental…
Descriptors: Multi Tiered Systems of Support, Literacy Education, Program Effectiveness, Young Children
Coyne, Michael D.; McCoach, D. Betsy; Loftus-Rattan, Susan M.; Baker, Doris L.; Ware, Sharon M. – Topics in Language Disorders, 2022
We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were…
Descriptors: Kindergarten, Vocabulary Development, Grade 1, Grade 2
Al Otaiba, Stephanie; Wanzek, Jeanne; Petscher, Yaacov; Fluhler, Sally; Rivas, Brenna; Russell Freudenthal, Dayna – Topics in Language Disorders, 2023
The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…
Descriptors: Reading Instruction, Grade 4, Elementary School Students, At Risk Students
