e-journal

Effectiveness of intervention for grammar in school-aged children with primary language impairments:A review of the evidence

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This article summarizes the evidence as regards the effectiveness of therapy for grammar for school-aged children with language impairments. I first review studies focusing on specific areas of grammar (both expressive and receptive targets) and then studies aiming to improve language more generally, several of which focus more on the effectiveness of different methods of delivery. I conclude that while there is a growing body of evidence in this area, there are still many gaps. The most concerning gap is the small amount of evidence of effectiveness of intervention for
children with receptive as well as expressive language impairments. The evidence to date seems to indicate that these children need specialist, intensive help in order to make progress with their language. Further research is also needed to consider the relative impact of different types of interventions (or their combination) on children of different ages and with different language profiles, including establishing the most effective and/or cost-effective methods of delivery of these interventions.

Keywords
Evidence base, grammar, intervention, language impairment, review, school-aged children,therapy

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Ketersediaan

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Informasi Detail

Judul Seri

Child Language Teaching and Therapy

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Child Language Teaching and Therapy 2014, Vol. 30(1) 7– 40

Bahasa

English

ISBN/ISSN

DOI: 10.1177/0265659

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Edukasi

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

Lampiran Berkas

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