The new school year is underway, and we’re here to help you start it off strong! This week, we’re highlighting some recently published trending articles from ASHA Journals. Check out the articles that your colleagues are already reading!
Trending Articles in the Schools
Is Knowing Words Enough? Assessing Vocabulary in Children Who Are Deaf or Hard of Hearing: Traditional vocabulary assessments may not be sufficient in capturing the vocabulary difficulties of children who are deaf and hard of hearing. Discover more, including tools that you can add to your assessment battery when working with these children.
Praise and Language Intervention: Is “Good Job” Helping Us Do a Good Job? A Tutorial: Praising children during sessions is commonplace and may come naturally, but it may prove detrimental to the self-perception, motivation, and academic success of a child. Read about alternatives that you can use to help each child achieve, such as including feedback in naturally occurring routines.
Evaluating the Feasibility and Preliminary Effectiveness of a Multi-Tiered Multimodal Narrative Intervention Program for Preschool Children: Narrative skills are linked to linguistic, academic, and even social development in children. In this study, preschool teachers and speech-language pathologists (SLPs) worked together to implement a narrative intervention program to improve children’s narrative and pragmatic skills.
Developmental Language Disorder and Specific Language Impairment
Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder: Attention-deficit/hyperactivity disorder (ADHD) and dyslexia frequently co-occur with developmental language disorder (DLD), making it difficult to predict reading skills in children with DLD. The authors of this study found that ADHD had no effect on word reading skills. They also determined that only the phonological memory that is related to dyslexia impacted word reading ability.
Grammaticality of Tag Questions as a Longitudinal Morphosyntactic Marker of Children With Specific Language Impairment Compared to Peers Ages 5–18 Years: Properly identifying specific language impairment (SLI) in children you work with can help you make sure that each student gets the help and resources they need as soon as possible. Learn about how tag questions—those that turn the statement into a question—may be important when screening for SLI.
We’ve Got You Covered!
Each year, we publish hundreds of articles focused on school-based practice and pediatric audiology and speech-language pathology. Check out the latest issue of Language, Speech, and Hearing Services in Schools (LSHSS), our journal dedicated to school-based work.
In addition, our two newest Special Collections are focused on school-based settings, covering the topics of multi-tiered system of supports and working with teacher unions. Read more about the collections in Context!
We hope that you take advantage of these resources from ASHA—they’re designed to support you in your work! Whether you’re looking for research that you can use to support your own work or specially curated resources on hot topics, the ASHA Journals are here help.
