Subjects -> EDUCATION (Total: 2537 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2176 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2176 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of NELTA Gandaki     Open Access  
Journal of NELTA Surkhet     Open Access  
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 10)
Journal of Nursing Education     Full-text available via subscription   (Followers: 31)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy Education     Open Access   (Followers: 10)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 52)
Journal of Outdoor and Environmental Education     Hybrid Journal  
Journal of Outdoor Recreation, Education, and Leadership     Hybrid Journal   (Followers: 10)
Journal of Pedagogy - Pedagogick? ?asopis     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 3)
Journal of Philosophy in Schools     Open Access  
Journal of Philosophy of Education     Hybrid Journal   (Followers: 16)
Journal of Physical Education and Sports     Open Access   (Followers: 7)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 14)
Journal of Political Science Education     Hybrid Journal   (Followers: 10)
Journal of Popular Music Education     Hybrid Journal   (Followers: 3)
Journal of Praxis in Multicultural Education     Open Access   (Followers: 2)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 2)
Journal of Primary Education     Open Access   (Followers: 14)
Journal of Psychoeducational Assessment     Hybrid Journal   (Followers: 2)
Journal of Psychologists and Counsellors in Schools     Full-text available via subscription   (Followers: 8)
Journal of Public Affairs Education     Hybrid Journal  
Journal of Quality in Education     Open Access   (Followers: 2)
Journal of Real Estate Practice and Education     Full-text available via subscription   (Followers: 3)
Journal of Religious Education     Hybrid Journal   (Followers: 3)
Journal of Research and Education Chemistry     Open Access   (Followers: 2)
Journal of Research in Childhood Education     Hybrid Journal   (Followers: 3)
Journal of Research in Educational Sciences     Open Access  
Journal of Research in International Education     Hybrid Journal   (Followers: 10)
Journal of Research in Interprofessional Practice and Education     Open Access   (Followers: 10)
Journal of Research in Music Education     Hybrid Journal   (Followers: 16)
Journal of Research In Reading     Hybrid Journal   (Followers: 13)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 24)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 12)
Journal of Research Initiatives     Open Access  
Journal of Research on Christian Education     Hybrid Journal   (Followers: 9)
Journal of Research on Educational Effectiveness     Hybrid Journal   (Followers: 6)
Journal of Research on Leadership Education     Hybrid Journal   (Followers: 19)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of School Choice     Hybrid Journal  
Journal of School Health     Hybrid Journal   (Followers: 6)
Journal of School Violence     Hybrid Journal   (Followers: 5)
Journal of Science and Sustainable Development     Full-text available via subscription  
Journal of Science and Technology of the Arts     Open Access   (Followers: 3)
Journal of Science Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 4)
Journal of Science Learning     Open Access  
Journal of Science Teacher Education     Hybrid Journal   (Followers: 19)
Journal of Second Language Teaching & Research     Open Access   (Followers: 31)
Journal of Security Education     Hybrid Journal  
Journal of Shanghai University (English Edition)     Hybrid Journal  
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Studies Education Research     Open Access  
Journal of Special Education     Hybrid Journal   (Followers: 15)
Journal of Statistics Education     Open Access   (Followers: 1)
Journal of Student Affairs Research and Practice     Hybrid Journal   (Followers: 1)
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 43)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 20)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 2)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 5)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 15)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 3)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 4)
Journal on English as a Foreign Language     Open Access   (Followers: 3)
Journal Pelita PAUD     Open Access   (Followers: 5)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access   (Followers: 1)
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 5)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biogenerasi     Open Access   (Followers: 2)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 3)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access  
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 3)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan)     Open Access   (Followers: 2)
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Humaniora     Open Access   (Followers: 3)
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access   (Followers: 1)
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Studi Guru dan Pembelajaran     Open Access   (Followers: 2)
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 3)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 3)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 19)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 33)
Language Teaching Research     Hybrid Journal   (Followers: 24)
Language Testing in Asia     Open Access   (Followers: 3)

  First | 3 4 5 6 7 8 9 10     

Similar Journals
Journal Cover
Language, Speech, and Hearing Services in Schools
Journal Prestige (SJR): 0.755
Citation Impact (citeScore): 1
Number of Followers: 20  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0161-1461 - ISSN (Online) 1558-9129
Published by ASHA Homepage  [6 journals]
  • Introduction to the Clinical Forum: Exploring Curriculum-Based Language
           Assessment and Interventions
    • Authors: Meaux A.
      Abstract: Purpose The purpose of this article is to introduce the Clinical Forum: Exploring Curriculum-Based Language Assessment and Interventions, which investigates the current evidence supporting curriculum-based language intervention and assessment. Method This introduction highlights the need for speech-language pathologists to approach intervention with knowledge of the best evidence available and highlights the 6 articles presented in this clinical forum. Conclusion The articles in this clinical forum shed light on the current state of the evidence for curriculum-based language intervention and assessment across the educational continuum.
      Authors provide readers with access to techniques available to all school-based speech-language pathologists to advocate for, assess, and implement interventions within the classroom curriculum. This forum also establishes the need for more data to support current school-based models of assessment and intervention.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Unique Contributors to the Curriculum: From Research to Practice for
           Speech-Language Pathologists in Schools
    • Authors: Powell RK.
      Abstract: Purpose This lead article of the Clinical Forum focuses on the research that supports why speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools. Method Focus on education has shifted to student performance in our global world, specifically in college and career readiness standards. This article reviews recommendations on best practice from the American Speech-Language-Hearing Association on SLPs' roles in schools, as well as data on school-based services. Implementation of these practices as it is applicable to school initiatives will be explored. Methods of interventions available in schools, from general education to special education, will be discussed based on national guidelines for a Response to Intervention and Multi-Tiered System of Support. Research regarding teacher knowledge of the linguistic principles of reading instruction will be explored, as well as correlation between teacher knowledge and student performance. Results The implications for how SLPs as the linguistic experts offer unique roles in curriculum and the evidence available to support this role will be explored. Implications for future research needs will be discussed. Conclusion The demands of a highly rigorous curriculum allow SLPs a unique opportunity to apply their knowledge in linguistic principles to increase student performance and achievement. With the increased focus on student achievement, growth outcome measures, and value-added incentives, it is critical that SLPs become contributors to the curriculum for all students and that data to support this role are gathered through focused research initiatives.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy
           Practices Into Early Intervention and Preschool Environments
    • Authors: Terrell P; Watson M.
      Abstract: Purpose As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. Method A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Results Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Conclusions Application of this “toolbox” of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily activities.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Curriculum-Based Language Interventions: What, Who, Why, Where, and
           How'
    • Authors: Meaux A; Norris JA.
      Abstract: Purpose School-based speech-language pathologists (SLPs) have been asked to be contributors to the educational curriculum (American Speech-Language-Hearing Association, 2010). The aim of this tutorial is to provide elementary school-based SLPs with a guide to explore curriculum-based language interventions (CBLIs) in their practices. Method In this tutorial, the authors (a) describe CBLI, (b) review the existing literature available to guide this type of practice in elementary school, (c) provide examples of how we have explored CBLIs, and (d) discuss the existing barriers for implementing CBLIs in schools. Conclusion SLPs have language and literacy expertise qualifying us to be well-suited for playing an important role in supporting CBLI. The information presented in this article provides school-based SLPs with support to implement CBLIs in early elementary school and illustrates the need for additional evidence to support CBLIs.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Facilitating Postsecondary Transition and Promoting Academic Success
           Through Language/Literacy-Based Self-Determination Strategies
    • Authors: Collins G; Wolter JA.
      Abstract: Purpose As noted by Powell (2018), speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools, and this holds true for adolescents who require transition planning. The purpose of this tutorial is to focus on transition planning for secondary school students with a language-based learning disability (LLD) and provide a case illustration for how SLPs may use self-determination strategies to facilitate postsecondary transition while promoting academic success. Method As students with LLD enter secondary school, they are expected to write and think at more complex levels than ever before to meet post-graduation workforce demands, yet the provision of needed language–literacy intervention services drastically declines. Teaching students with LLD self-determination skills, such as awareness of their own strengths and limitations, self-advocacy strategies, and self-regulation, is found to be related to positive post-school outcomes and can be readily integrated into transition planning by the SLP. Conclusion SLPs may ideally support secondary school student language–literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Curriculum-Based Language Assessment With Culturally and Linguistically
           Diverse Students in the Context of Mathematics
    • Authors: Newkirk-Turner BL; Johnson VE.
      Abstract: Purpose The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. Results The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Conclusions Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, “accessible and achievable for all” students (American Speech-Language-Hearing Association, 2017).
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Improving Narrative Production in Children With Language Disorders: An
           Early-Stage Efficacy Study of a Narrative Intervention Program
    • Authors: Gillam SL; Olszewski A, Squires K, et al.
      Abstract: Purpose As noted in this forum, more research is needed to support the work of school-based speech-language pathologists who are designing and implementing interventions for students with language disorders. This article presents the findings of a multiple-baseline, single-subject study that was conducted to assess the outcomes of an intervention designed to improve narrative discourse proficiency for children with language disorders. Method Four school-age children with language disorders that included deficits in narration received an experimental version of a 3-phase narrative language intervention program called Supporting Knowledge in Language and Literacy (Gillam, Gillam, & Laing, 2014). Two additional children remained in baseline throughout the study and served as controls for history, testing, and maturation effects. Measures of story productivity (number of different words) and overall story complexity (Monitoring Indicators of Scholarly Language; Gillam, Gillam, Fargo, Olszewski, & Segura, 2016) were used to assess the children's self-generated narratives. Results After the onset of treatment, all 4 children who received the narrative intervention made moderate-to-large improvements in narrative productivity (number of different words). Three of the 4 children also made moderate-to-large improvements in narrative complexity (Monitoring Indicators of Scholarly Language). The narrative abilities of the 2 children who did not receive intervention did not change over the course of the study. Conclusion This study provides evidence for the feasibility of the Supporting Knowledge in Language and Literacy narrative instruction program for improving self-generated narratives by children with language disorders. Future research is needed to determine how gains in oral narration transfer to written narrative skills.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Prologue: Toward Accurate Identification of Developmental Language
           Disorder Within Linguistically Diverse Schools
    • Authors: Oetting JB.
      Abstract: Purpose Although the 5 studies presented within this clinical forum include children who differ widely in locality, language learning profile, and age, all were motivated by a desire to improve the accuracy at which developmental language disorder is identified within linguistically diverse schools. The purpose of this prologue is to introduce the readers to a conceptual framework that unites the studies while also highlighting the approaches and methods each research team is pursuing to improve assessment outcomes within their respective linguistically diverse community. Method A disorder within diversity framework is presented to replace previous difference vs. disorder approaches. Then, the 5 studies within the forum are reviewed by clinical question, type of tool(s), and analytical approach. Conclusion Across studies of different linguistically diverse groups, research teams are seeking answers to similar questions about child language screening and diagnostic practices, using similar analytical approaches to answer their questions, and finding promising results with tools focused on morphosyntax. More studies that are modeled after or designed to extend those in this forum are needed to improve the accuracy at which developmental language disorder is identified.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Classification Accuracy of Teacher Ratings When Screening Nonmainstream
           English-Speaking Kindergartners for Language Impairment in the Rural South
           
    • Authors: Gregory KD; Oetting JB.
      Abstract: Purpose We compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, McCabe, & Sprague, 2001, 2003) and Children's Communication Checklist–Second Edition (CCC-2; Bishop, 2006) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation–Screening Test (DELV-ST-II; Seymour, Roeper, & de Villiers, 2003) and Dynamic Indicators of Basic Early Literacy Skills–Next (DIBELS; Good, Gruba, & Kaminski, 2009), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately classify nonmainstream English-speaking kindergartners by their clinical status. Method Data came from 98 children who lived in the rural South; 47 spoke African American English, and 51 spoke Southern White English. Using the syntax subtest of the Diagnostic Evaluation of Language Variation–Norm Referenced (Seymour, Roeper, & de Villiers, 2005) as the reference standard, 43 were language impaired and 55 were typically developing. Analyses included analysis of variance, correlations, and discriminant function with sensitivity and specificity indices. Results The TROLL, CCC-2, DELV-ST-II, and DIBELS showed clinical status but not dialect effects, and they correlated with each other, the Diagnostic Evaluation of Language Variation–Norm Referenced, and other language measures. Classification accuracies of all 4 tools were too low for screening purposes; however, empirically derived cut scores improved the results, and a discriminant function selected the TROLL and DELV-ST-II as optimal for determining who should be referred for an evaluation, with the TROLL yielding the highest level of sensitivity (77%). Conclusion Findings support teacher ratings as measured by the TROLL when screening nonmainstream English-speaking kindergartners for language impairment in the rural South, while also calling for additional development and study of teacher rating tools and other screening instruments. Supplemental Material https://doi.org/10.23641/asha.6007712
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • The Impact of Dialect Density on the Growth of Language and Reading in
           African American Children
    • Authors: Washington JA; Branum-Martin L, Sun C, et al.
      Abstract: Purpose The goal of the current study was to examine the impact of dialect density on the growth of oral language and reading skills in a sample of African American English (AAE)-speaking children reared in urban communities. Method Eight hundred thirty-five African American children in first through fifth grades participated. Using an accelerated cohort design, univariate and bivariate growth models were employed to examine dialect density, oral language and reading, and the relationships between these variables. Results For the univariate models, results indicated that (a) dialect density decreased over time by approximately 5% per year beyond first grade, (b) language skills improved approximately 0.5 SD per year, and (c) reading comprehension increased significantly from first to second grade and slowed 23% per year in second through fifth grades. Results from the bivariate models revealed that (a) dialect density and language ability are negatively associated, although dialect density did not affect change in language over time, and (b) higher dialect density is related to slower growth in reading. Conclusions Findings from this investigation provide converging evidence for accounts in the extant literature particularly supporting a negative relationship between dialect density and oral language and between dialect density and reading while also contributing novel longitudinal evidence that suggests that changes in dialect use over time may be driven by oral language skills and that reading and dialect have a reciprocal relationship.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • A Multiyear Population-Based Study of Kindergarten Language Screening
           Failure Rates Using the Rice Wexler Test of Early Grammatical Impairment
    • Authors: Weiler B; Schuele C, Feldman JI, et al.
      Abstract: Purpose The purpose of this study was to evaluate, over 2 separate school years, the school-district-wide failure rate of kindergartners on a screener of grammatical tense marking—the Rice Wexler Test of Early Grammatical Impairment (TEGI) Screening Test (Rice & Wexler, 2001)—composed of past tense (PT) and third-person singular (3S) probes. Method In the fall of 2 consecutive school years, consented and eligible kindergartners (n = 148 in Year 1, n = 126 in Year 2) in a rural southern school district were administered the TEGI Screening Test. Children who failed the screening test or either of the individual probes (PT or 3S) were administered the Primary Test of Nonverbal Intelligence. All children also completed the Test of Articulation Performance–Screen (Bryant & Bryant, 1983) and, in Year 2, the Get Ready to Read! emergent literacy screener (Whitehurst & Lonigan, 2001). Results The screening tool outcome most closely and consistently aligned with the recommended failure rate of approximately 30% (Oetting, Gregory, & Rivière, 2016; based on Tomblin et al., 1997) was the TEGI PT probe. TEGI Screening Test and 3S probe failure rates fell below the recommended level. Most children who failed the PT probe demonstrated nonverbal intelligence skills within the average range. In addition, most children who failed the PT probe would not have been readily identified on the basis of only the results of their articulation or emergent literacy screenings. Conclusions The TEGI PT probe is an efficient and reliable screener that identifies children for monitoring or additional language assessment. Children with language vulnerabilities are not necessarily identified by articulation or emergent literacy screenings at entry to kindergarten. To identify children at risk for language impairment, it is therefore necessary to directly screen oral language.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Evaluating English Morpheme Accuracy, Diversity, and Productivity Measures
           in Language Samples of Developing Bilinguals
    • Authors: Potapova I; Kelly S, Combiths PN, et al.
      Abstract: Purpose This work explores the clinical relevance of three measures of morpheme use for preschool-age Spanish–English bilingual children with varying language skills. The 3 measures reflect accuracy, diversity (the tense marker total), and productivity (the tense and agreement productivity score [TAP score]) of the English tense and agreement system. Method Measures were generated from language samples collected at the beginning and end of the participants' preschool year. Participants included 74 typically developing Spanish–English bilinguals and 19 peers with low language skills. The morpheme measures were evaluated with regard to their relationships with other language sample measures, their ability to reflect group differences, and their potential for capturing morphological development at group and individual levels. Results Across both groups, the tense marker total and TAP scores were associated with other language measures and demonstrated both group differences and growth over time. The accuracy measure met few of these benchmarks. Conclusion The tense marker total and TAP score, which were designed to capture emerging morphological abilities, contribute valuable information to a comprehensive language assessment of young bilinguals developing English. Case examples are provided to illustrate the clinical significance of including these measures in assessment.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Understanding Disorder Within Variation: Production of English Grammatical
           Forms by English Language Learners
    • Authors: Bedore LM; Peña ED, Anaya JB, et al.
      Abstract: Purpose This study examines English performance on a set of 11 grammatical forms in Spanish–English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Method Three hundred seventy-eight children's scores on the Bilingual English–Spanish Assessment–Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English–Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups. Results Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English–Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI. Conclusions It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Performance of Low-Income Dual Language Learners Attending English-Only
           Schools on the Clinical Evaluation of Language Fundamentals–Fourth
           Edition, Spanish
    • Authors: Barragan B; Castilla-Earls A, Martinez-Nieto L, et al.
      Abstract: Purpose The aim of this study was to examine the performance of a group of Spanish-speaking, dual language learners (DLLs) who were attending English-only schools and came from low-income and low-parental education backgrounds on the Clinical Evaluation of Language Fundamentals–Fourth Edition, Spanish (CELF-4S; Semel, Wiig, & Secord, 2006). Method Spanish-speaking DLLs (N = 656), ages 5;0 (years;months) to 7;11, were tested for language impairment (LI) using the core language score of the CELF-4S and the English Structured Photographic Expressive Language Test (Dawson, Stout, & Eyer, 2003). A subsample (n = 299) was additionally tested using a Spanish language sample analysis and a newly developed Spanish morphosyntactic measure, for identification of children with LI and to conduct a receiver operating characteristics curve analysis. Results Over 50% of the sample scored more than 1 SD below the mean on the core language score. In our subsample, the sensitivity of the CELF-4S was 94%, and specificity was 65%, using a cutoff score of 85 as suggested in the manual. Using an empirically derived cutoff score of 78, the sensitivity was 86%, and the specificity was 80%. Conclusions Results suggest that the CELF-4S overidentifies low-income Spanish–English DLLs attending English-only schools as presenting with LI. For this sample, 1 in every 3 Latino children from low socioeconomic status was incorrectly identified with LI. Clinicians should be cautious when using the CELF-4S to evaluate low-income Spanish–English DLLs and ensure that they have converging evidence before making diagnostic decisions.
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Communicative Function Use of Preschoolers and Mothers From Differing
           Racial and Socioeconomic Groups
    • Authors: Fannin D; Barbarin OA, Crais ER.
      Abstract: Purpose This study explores whether communicative function (CF: reasons for communicating) use differs by socioeconomic status (SES), race/ethnicity, or gender among preschoolers and their mothers. Method Mother–preschooler dyads (N = 95) from the National Center for Early Development and Learning's (2005) study of family and social environments were observed during 1 structured learning and free-play interaction. CFs were coded by trained independent raters. Results Children used all CFs at similar rates, but those from low SES homes produced fewer utterances and less reasoning, whereas boys used less self-maintaining and more predicting. African American mothers produced more directing and less responding than European American and Latino American mothers, and Latino American mothers produced more utterances than European American mothers. Mothers from low SES homes did more directing and less responding. Conclusions Mothers exhibited more sociocultural differences in CFs than children; this suggests that maternal demographic characteristics may influence CF production more than child demographics at school entry. Children from low SES homes talking less and boys producing less self-maintaining coincided with patterns previously detected in pragmatic literature. Overall, preschoolers from racial/ethnic minority and low SES homes were not less deft with CF usage, which may inform how their pragmatic skills are described. Supplemental Material https://doi.org/10.23641/asha.5890255
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
  • Effective Use of Auditory Bombardment as a Therapy Adjunct for Children
           With Developmental Language Disorders
    • Authors: Plante E; Tucci A, Nicholas K, et al.
      Abstract: Purpose Modeling of grammatical forms has been used in conjunction with conversational recast treatment in various forms. This study tests the relative effect of providing bombardment prior to or after recast treatment. Method Twenty-eight children with developmental language disorder participated in daily conversational recast treatment for morpheme errors. This treatment was either preceded or followed by a brief period of intensive auditory bombardment. Generalization to untreated lexical contexts was measured throughout the treatment period to assess the degree of learning and how quickly the onset of measurable learning occurred. Results There were no significant differences in elicited use of morphemes for the groups of children who received auditory bombardment before or after enhanced conversational recast treatment. However, there was a difference in the number of children who could be considered treatment responders versus nonresponders, favoring those who received auditory bombardment after recast treatment. Conclusion A brief period of auditory bombardment is a relatively low cost addition to recast treatment methods, given how little time it takes. There is a small but measurable advantage to following recast treatment with a period of auditory bombardment. Supplemental Material https://doi.org/10.23641/asha.5960005
      PubDate: Thu, 05 Apr 2018 00:00:00 GMT
       
 
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