What Exactly Is Play, and Why Is It Such a Powerful Vehicle for Learning?
“Play” is a word used commonly to refer to children's preferred activities and to some adult activities, and it is often said that play promotes learning. But what is play exactly, and what and how do children learn through play? This essay begins with a description of an evolutionary, practice theory of play by German philosopher and naturalist, Karl Groos, followed by a system of categorizing play according to the kinds of skills most obviously practiced: physical/locomotor play, constructive play, language play, fantasy play, social play, and play with formal rules. Play is then defined as activity that (1) is self-...
Source: Topics in Language Disorders - July 1, 2017 Category: Speech-Language Pathology Tags: Original Articles Source Type: research
Issue Editor Foreword: The Power of Play and Its Role in Developmental Integration
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - July 1, 2017 Category: Speech-Language Pathology Tags: Issue Editor Foreword Source Type: research
From the Editor: Thinking Deeper About Play
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - July 1, 2017 Category: Speech-Language Pathology Tags: From the Editor Source Type: research
Issue Editor Foreword: Longitudinal Research on the Language and Literacy Skills of Typically and Nontypically Developing Students in Their Second Language
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: Issue Editor Foreword Source Type: research
From the Editor: Contributions to Understanding Second Language and Literacy Learning by Typically and Nontypically Developing Students Around the World
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: From the Editor Source Type: research
Continuing Education Instructions and Questions
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: Continuing Education Instructions and Questions Source Type: research
An Investigation of Comprehension Processes Among Adolescent English Learners With Reading Difficulties
This mixed-methods study examines the reading skills and processes of early adolescent Latino English learners demonstrating below-average reading comprehension performance (N = 41, mean age = 13 years). Standardized measures were used to estimate participants' word reading and vocabulary knowledge, and interviews were conducted to examine reading comprehension processes used when reading and responding to a grade-level passage. Results demonstrated participants' adequate word-reading skills and below-average vocabulary knowledge, coupled with seemingly active engagement in comprehension processes, including paraphrasing a...
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
English Word Reading Difficulties and Orthographic Processing Weaknesses in Chinese–English Bilingual Adolescents With Dyslexia
Is dyslexia in Chinese for Chinese–English bilinguals associated with difficulties in reading English, given differences in L1 and L2 orthographies? Among 11 Hong Kong Chinese adolescents with dyslexia, who were diagnosed by professional psychologists using the diagnostic criteria set out in a standardized test, and 14 adolescents without dyslexia, Chinese word reading was tested at the age of 9 years; English word reading was tested across ages 9, 10, 11, and 12 years; and English orthographic processing was tested in a lexical decision task at the age of 13 years. The lexical decision task required participants to judg...
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
Componential Skills in Second Language Development of Bilingual Children With Specific Language Impairment
In this study, we investigated which componential skills can be distinguished in the second language (L2) development of 140 bilingual children with specific language impairment in the Netherlands, aged 6–11 years, divided into 3 age groups. L2 development was assessed by means of spoken language tasks representing different language skills organized into 4 categories based on prior research. Factor analyses were consistent with this system, identifying 4 types of componential skills included in our original assessment battery: (i) speech production/phonological memory; (ii) auditory perception/phonological conceptualiza...
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
Learning to Read in English and French: Emergent Readers in French Immersion
This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were evaluated with growth curve analyses. Findings revealed that predictors in Grade 1 were similar for English and French word reading in Grade 3. Specifically, English phonological awareness and orthographic processing predicted English word reading achievement; English orthographic proce...
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
A Latent Transition Analysis of English Learners With Reading Disabilities: Do Measures of Cognition Add to Predictions of Late Emerging Risk Status?
The purpose of this cohort sequential study was to extend previously reported latent transition analyses conducted by Swanson, Kudo, and Guzman-Orth (2016) by determining the role of cognitive measures in identifying English learners (EL) at risk for late emerging reading disabilities (LERD). To this end, EL students (N = 450) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory [WM], rapid naming, and random letter and number generation) in both Spanish and English. These same measures were administered 1 and 2 years later. Four...
Source: Topics in Language Disorders - April 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
Continuing Education Instructions and Questions
No abstract available (Source: Topics in Language Disorders)
Source: Topics in Language Disorders - January 1, 2017 Category: Speech Therapy Tags: Continuing Education Instructions and Questions Source Type: research
The Consequences of the Consequences: The Impact of the Environment on People With Aphasia Over Time
Understanding the impact of the environment on the participation of people with aphasia depends on one's perspective. A long-term perspective provides a unique insight into the myriad of ways in which the environment can influence the participation of people living with aphasia over decades. In this article, the authors present the real-life story of “Hank,” who has lived with aphasia for more than 15 years. The authors consider how 2 different conceptual frameworks—the International Classification of Functioning, Disability and Health and the Social Determinants of Health—account for Hank's experience. The Interna...
Source: Topics in Language Disorders - January 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
Facilitating the Involvement of People with Aphasia in Stroke Research by Developing Communicatively Accessible Research Resources
People with aphasia can be marginalized by a communicatively inaccessible society. Compounding this problem, routinized exclusion from stroke research leads to bias in the evidence base and subsequent inequalities in service provision. Within the United Kingdom, the Clinical Research Network of the National Institute of Health identified this problem and funded a 6-month project in 2013–2014 that resulted in the creation of practical and freely available resources to equip researchers to engage more people with aphasia in research. Critical elements enabled authentic coconstruction of new knowledge regarding accessible r...
Source: Topics in Language Disorders - January 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
Developing Communication Access Standards to Maximize Community Inclusion for People With Communication Support Needs
We present the rationale underpinning the need for communication access and the identification of a communication access symbol. A collaborative partnership between people with communication support needs, speech–language pathologists, and community members established a rigorous approach for devising the communication access standards and supporting checklists. The process for awarding a communication access license includes 4 phases: engagement, preparation, assessment, and review. Currently, 200 customer service points in businesses and organizations have been licensed as communication accessible. Further research is ...
Source: Topics in Language Disorders - January 1, 2017 Category: Speech Therapy Tags: Original Articles Source Type: research
