Abstract:
:Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.
journal_name
Am J Speech Lang Patholjournal_title
American journal of speech-language pathologyauthors
Crowe LKdoi
10.1044/1058-0360(2003/049)keywords:
subject
Has Abstractpub_date
2003-02-01 00:00:00pages
16-27issue
1eissn
1058-0360issn
1558-9110journal_volume
12pub_type
临床试验,杂志文章abstract:PURPOSE:Based on visual inspection, prior research documented increased movement of the posterior pharyngeal wall in healthy volunteers during tongue-hold swallows. This manometric study investigated the immediate effects of the tongue-hold maneuver on pharyngeal peak pressure generation, duration of pressure generatio...
journal_title:American journal of speech-language pathology
pub_type: 杂志文章
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更新日期:2009-02-01 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 杂志文章
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更新日期:2008-05-01 00:00:00
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更新日期:2019-05-27 00:00:00
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更新日期:2018-02-06 00:00:00
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journal_title:American journal of speech-language pathology
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更新日期:2011-05-01 00:00:00
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更新日期:2020-02-21 00:00:00
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更新日期:2020-08-04 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 临床试验,杂志文章
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更新日期:2014-05-01 00:00:00
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pub_type: 杂志文章
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更新日期:2017-06-22 00:00:00
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pub_type: 杂志文章
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更新日期:2017-05-17 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 杂志文章
doi:10.1044/2020_AJSLP-20-00054
更新日期:2021-01-27 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 杂志文章,随机对照试验
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更新日期:2015-05-01 00:00:00
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journal_title:American journal of speech-language pathology
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doi:10.1044/2017_AJSLP-17-0046
更新日期:2018-02-06 00:00:00
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pub_type: 杂志文章
doi:10.1044/2018_AJSLP-ODC11-17-0195
更新日期:2018-10-19 00:00:00
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pub_type: 杂志文章
doi:10.1044/2015_AJSLP-14-0152
更新日期:2015-11-01 00:00:00
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pub_type: 杂志文章
doi:10.1044/2016_AJSLP-15-0187
更新日期:2017-02-01 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 杂志文章
doi:10.1044/2017_AJSLP-16-0114
更新日期:2017-08-15 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 杂志文章
doi:10.1044/2020_AJSLP-20-00050
更新日期:2021-01-27 00:00:00
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journal_title:American journal of speech-language pathology
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更新日期:2019-02-21 00:00:00
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journal_title:American journal of speech-language pathology
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更新日期:2014-05-01 00:00:00
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pub_type: 临床试验,杂志文章
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更新日期:2011-02-01 00:00:00
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pub_type: 杂志文章
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更新日期:2015-05-01 00:00:00
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更新日期:2010-08-01 00:00:00
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journal_title:American journal of speech-language pathology
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更新日期:2015-11-01 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 杂志文章,评审
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更新日期:2012-11-01 00:00:00
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更新日期:2020-11-12 00:00:00
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更新日期:2019-08-09 00:00:00
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更新日期:2004-11-01 00:00:00
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pub_type: 杂志文章,随机对照试验
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更新日期:2013-05-01 00:00:00
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journal_title:American journal of speech-language pathology
pub_type: 临床试验,杂志文章
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更新日期:2012-05-01 00:00:00