A syntax program designed to present base linguistic structures to language-disordered children

Screening for speech and language delay: a systematic review of the literature.

“…Pre-test scores and gains were significantly correlated in 11 of the RCT/quasi-experimental studies in the present data set. Pre-test-gain score correlations were also evident in five studies as a result of the use of analysis of covariance, with pre-test scores as covariates (Almost and Rosenbaum, 1998;Fey et al, 1993;Gibbard, 1994 [Studies 1 and 2]; Fey et al, 1994) and inspection of the raw data revealed significant correlations in a further three studies (Wilcox and Leonard, 1978;Zwitman and Sonderman, 1979;McDade and McCartan, unpublished). A further three studies did not report sufficient data for a gain score to be calculated (Ward, 1994 [Groups 1 and 2]; Methany and Panagos, 1978).…”

Teaching grammar to school-aged children with specific language impairment using Shape Coding

“…Zwitman and Sonderman (1979) found that using picture cards with coloured dots to show sentence order was effective at improving the use of two to four word combinations by children with SLI aged 3;4-4;4. Three reports describe case studies using the Colourful Semantics method (Bryan, 1997;Spooner, 2002;Guendouzi, 2003).…”

“…The first reports of such an approach with children with SLI were by Lea ('The Colour Pattern Scheme', 1965;1970), although such methods had been used with children without SLI at the beginning of the 20 th century (Montessori, 1918). Several other approaches to teaching children with SLI incorporate the idea of colour coding ('Language through Reading', Conn, 1973;Zwitman & Sonderman, 1979;'Colourful Semantics', Bryan, 1997; 'Spotlights on Language Communication System', Kaldor, 1999;'Language through Colour', Gap House School, 2005, in press). Shapes have also been used to teach language to children both without SLI (Montessori, described in Polk Lillard, 1972) and with SLI (Redmayne, 1998;Kaldor, 1999;.…”

Preschool hearing, speech, language, and vision screening

“…Ten RCTs and 12 controlled studies were identified which evaluated treatment, mostly for problems of articulation or phonology and expressive language. [27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] These studies show that interventions are eVective in enhancing speech, expressive language, receptive language, and auditory discrimination relative to untreated controls. The size of the benefits represented progress from the 5th to the 25th percentile on a norm-referenced test.…”