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A survey of school-based speech lang...

Pressly, Amanda M.

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A survey of school-based speech language pathologists' vocabulary intervention practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A survey of school-based speech language pathologists' vocabulary intervention practices./
作者:	Pressly, Amanda M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	76 p.
附註:	Source: Masters Abstracts International, Volume: 55-01.
Contained By:	Masters Abstracts International55-01(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1595508
ISBN:	9781321948233

A survey of school-based speech language pathologists' vocabulary intervention practices.
Pressly, Amanda M.

A survey of school-based speech language pathologists' vocabulary intervention practices. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 76 p.

Source: Masters Abstracts International, Volume: 55-01.

Thesis (M.A.)--Saint Louis University, 2015.

The purpose of this study was to examine the vocabulary intervention practices of school-based speech-language pathologists, given that there is little external scientific evidence to inform their practice. An online survey containing 37 questions was sent to 500 school-based speech-language pathologists. A total of 144 (28%) of surveys were completed. Of those, 68 respondents indicated that the majority of their case load was individuals with language impairment; these surveys were used in subsequent analyses. Results indicated that respondents' vocabulary intervention practices varied greatly, in terms of strategies, targets, activities, and collaboration practices. Limitations of the study included small sample size and reporter bias. Future research should examine the use of general education vocabulary intervention in individuals with language impairment and real time analysis of intervention practices.

ISBN: 9781321948233Subjects--Topical Terms:

520446
Speech therapy.

A survey of school-based speech language pathologists' vocabulary intervention practices.
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