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Therapy: Speech Therapy

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Total 61 results found since Jan 2013.

Conceptions and Misconceptions: What Do School-Based Speech-Language Pathologists Think About Dyslexia?
CONCLUSIONS: These findings suggest that many school-based SLPs hold misconceptions about dyslexia, especially those related to dyslexia being a visual disorder. The identified misconceptions may contribute to some SLPs' reluctance to incorporate reading and prereading skills into speech-language assessment and intervention. SLPs need greater knowledge of dyslexia to provide more effective evaluations and intervention services.PMID:37672782 | DOI:10.1044/2023_LSHSS-22-00199
Source: Language, Speech, and Hearing Services in Schools - September 6, 2023 Category: Speech-Language Pathology Authors: Hannah Krimm Jena McDaniel C Melanie Schuele Source Type: research

Rethinking Literacy Intervention: Addressing a Practice Gap With Best Practices From Multisensory Structured Language Approaches
CONCLUSIONS: MSL strategies may be considered in literacy intervention as a means to optimize the academic gains of children with dyslexia in a school setting. Furthermore, SLPs should be considered integral participants in discussions of policies and practices related to the diagnosis and treatment of literacy disorders, including dyslexia.SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.23228483.PMID:37276454 | DOI:10.1044/2023_LSHSS-22-00133
Source: Language, Speech, and Hearing Services in Schools - June 5, 2023 Category: Speech-Language Pathology Authors: Lisa M Bowers Heather L Ramsdell Source Type: research

Word Learning With Orthographic Support in Nonspeaking and Minimally Speaking School-Age Autistic Children
CONCLUSIONS: Minimally speaking or nonspeaking children with a diagnosis of autism benefit from orthographic support when learning new words. Further investigation is warranted to determine if this effect holds during face-to-face interactions using augmentative and alternative communication systems.SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.22465492.PMID:37156246 | DOI:10.1044/2023_JSLHR-22-00549
Source: Journal of speech, language, and hearing research : JSLHR - May 8, 2023 Category: Speech-Language Pathology Authors: Grace T Clark Christina Reuterski öld Source Type: research

Cognitive Requirements of the Phonological Tests Affect Their Ability to Discriminate Children With and Without Developmental Dyslexia
CONCLUSIONS: Our findings are consistent with the literature on predictors of literacy skills and dyslexia while uniquely demonstrating the impact of the complexity level of the phonological tests on the classification outcome. PP is a significant and necessary predictor of reading skills, but it is not sufficient for diagnostic purposes.SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.20779294.PMID:36075212 | DOI:10.1044/2022_JSLHR-21-00687
Source: Journal of speech, language, and hearing research : JSLHR - September 8, 2022 Category: Speech-Language Pathology Authors: Svetlana V Dorofeeva Ekaterina Iskra Daria Goranskaya Elizaveta Gordeyeva Margarita Serebryakova Andrey Zyryanov Tatiana V Akhutina Olga Dragoy Source Type: research