Tag Archives: comprehension

Sharing Expository Texts with Preschool Children in Special Education

Posted on July 23, 2015 by

The authors point out that although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment … Continue reading →

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The Effect of Noise on the Relationship Between Auditory Working Memory and Comprehension in School-Age Children

Posted on July 19, 2015 by

The objectives of the current study were to examine the effect of noise (−5 dB SNR) on auditory comprehension and to examine its relationship with working memory. It was hypothesized that noise has a negative impact on information processing, auditory … Continue reading →

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The Impact of Reading Expressiveness on the Listening Comprehension of Storybooks by Prekindergarten Children

Posted on July 18, 2015 by

The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4‐ and 5‐year‐old prekindergarten children. The possible impact of prosody on listening comprehension was explored. Children showed statistically significantly better … Continue reading →

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Auditory Dysfunction Beyond the 8th Nerve: Understanding Central Auditory Processing Disorders

Posted on July 17, 2015 by

Central auditory processing disorder (CAPD) refers to a deficit in the neural processing of auditory stimuli that can affect listening, language, and learning. Because CAPD manifests behavioral symptoms similar to those exhibited by listeners with peripheral hearing loss, it is … Continue reading →

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Does formal assessment of comprehension by SLP agree with teachers perceptions of functional comprehension skills in the classroom?

Posted on October 29, 2013 by

This study considered collaborative practice in contributing to joint assessment and producing appropriate referral of children to speech and language therapy. The findings suggest that teachers can fairly accurately identify the level of children’s functioning from informal observations, and these … Continue reading →

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