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Skip to Search Results- 13Schneider, Phyllis
- 2Charest, Monique
- 2Currie, Samantha
- 2Grant, Lucy
- 2Hayward, Denyse
- 2Hedley, Kristen
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Integrating language services and the Alberta Education Curriculum: An extension for Grades 4-6 APPENDICES
Download2016-03-23
Skoczyals, Melissa, Grant, Lucy, Currie, Samantha, Sadhra, Avneet, Schneider, Phyllis
Language is extensively used within the school environment, sometimes in areas which might not be evident unless working with a child with language impairments. Kristen Hedley (2012) created a tool called the “SLP curriculum” for teachers and speech-language pathologists to use collaboratively,...
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2016-05-30
Dumbrell, Kate, Hornby, Bryn, Stephenson, Kayla, Schneider, Phyllis
Narratives are widely used in language assessment and intervention. They are clinically useful, as they require the skills of combining words and sentences into meaningful stories. Narratives of children with impairments predict later academic achievement, language development, and reading...
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2016-06-30
Dimitrijevic Savic, Jovana, Howell, Heather, Schneider, Phyllis
This paper quantitatively examines grammatical complexity and lexical diversity in the oral and written narrative productions from a subsample of children, aged six and eight, includ-ed in Test of Early Language and Literacy (TELL: Phillips, Hayward & Norris, 2016) narrative norming sample. For...
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2016-03-23
Grant, Lucy, Sadhra, Avneet, Schneider, Phyllis, Skoczyals, Melissa, Currie, Samantha
Language is extensively used within the school environment, sometimes in areas which might not be evident unless working with a child with language impairments. Kristen Hedley (2012) created a tool called the “SLP curriculum” for teachers and speech-language pathologists to use collaboratively,...
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2015-06-30
Sanders, Kaitlin, Borger, Paige, Charest, Monique, Schneider, Phyllis, McFarlane, Lu-Anne, Yip, Beatrice
BACKGROUND INFORMATION There is compelling evidence that, for the majority of children with specific language impairment (SLI), language difficulties are longstanding. Other research, however, has reported that a high proportion of affected preschool-age children recover by about kindergarten...
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Children's Expression of Emotional and Cognitive Mental States in their Story Generation from Pictures
Download2014-05-05
Ortlieb, Andrea, Babar, Aseea, Baird, Shelby, Lang, Bretton
Background: The term mental state can be used to describe a person’s emotional or cognitive condition (i.e. feelings, thoughts, or perceptions). Narratives provide an important context for the use of mental state words, since stories in Western culture frequently describe characters’ thoughts...
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2013-06-27
Williamson, Robert, Fung, Jennifer, Annable, Caitlin
There are currently no studies that examine the types of phonemic awareness errors children are making on tests of phonemic awareness. This study aimed to: (a) develop a taxonomy to categorize the different types of errors made on a test of phoneme segmentation by grade one children, (b)...
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Comparing the Children’s Communication Checklist to Standardized Tests: Results from School-age Children Adopted from Haiti
Download2012-01-31
Although research into the language development of children who were internationally adopted is growing, the body of work continues to show mixed results. Part of the difficulty of determining if children who were adopted internationally are at risk for having a language delay is establishing the...
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2012-08-31
Schneider, Phyllis, Hedley, Kristen, Skoczylas, Melissa
Both academically and socially, the school context is a very language intensive environment. These language demands are amplified for students with language impairments. “Inclusion” is a growing force driving recent educational theory and policy. If students with language deficits are not...
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2012-03-08
DeBeyer, Michaela, Anderson, Sarah, Servant, Tamaira, Willerton, Kristin, Marcinkow, Alissa, Scheffers, Sarah
Storytelling tasks are commonly used to assess language in a functional context. However, the quality of children's stories can vary depending on how stories are elicited. Research (Pearce, 2003; Schneider & Dubé, 2005) has shown differences in children’s narratives when retelling stories from...