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Child Language Teaching and Therapy

ISSN Print: 0265-6590

ISSN Online: 1477-0865

Website: https://journals.sagepub.com/loi/clta

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Notes on contributors for February 2019, 2019

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A randomized controlled trial of an oral inferential comprehension intervention for young children with developmental language disorder

Emily Dawes,Mary Claessen,Robert Kane,Suze Leit？o

Variability of input in preposition learning by preschoolers with developmental language disorder and typically

Ella Hauwiller,Katrina Nicholas,Mary Alt

Stern, gwiazda or star: Screening receptive vocabulary skills across languages in monolingual and bilingual German–Polish or German–Turkish children using a tablet application

Blanca Schaefer,Clarissa Warnecke,Frank Herrmann,Hanna Ehlert,Kristina Hoesl,Lisa Kemp,Verena Schrader

Overcoming reading comprehension difficulties through a prosodic reading intervention: A single

M. Carmen Pérez-Morenilla,Macarena De los Santos-Roig,Nuria Calet

The case for morphophonological intervention: Evidence from a Greek

Bill Wells,Eleftheria Geronikou,Jenny Thomson,Maggie Vance

Facilitated playgroups to promote speech and language skills of young children with communication delays: A pilot study

Brittany Janowski,Cynthia Head,Jacqueline A Towson,Katherine B Green,Laura Smith

Book Review: McLeod S, and McCormack J (eds) (2015) Introduction to speech, language and literacy

Lisa Morgan

Phonological and grammatical production in children with developmental language disorder and children with hearing impairment

Bj？rn Lyxell,Christina Samuelsson,Simon Sundstr？m,Ulrika L？fkvist

Reliability and Factor Structure of the Maternal Interactive Beliefs Questionnaire Translated into Persian

Fariba Yadegari,Karen A. Sullivan,Linda Gilmore,Sharifeh Younesian

What’s happening? And other questions obligating complete sentences as responses

Danielle Brates,Harriet B Klein,Nelson Moses,Rachel Jean-Baptiste

Early talk boost: A targeted intervention for three year old children with delayed language development

Amanda Baxter,Jill Atkinson,Louisa Reeves,Mary Hartshorne,Rachael Black,Tim Pring

Cognitive and language intervention in primary language impairment: Studying the effectiveness of working memory training and direct language intervention on expansion of grammar and working memory capacities

Maleki Shahmahmood Toktam,Mashhadi Ali,Meysami AliPasha,Nematzadeh Shahin,Soleymani Zahra

Delayed and disordered development of articulation and phonology between four and seven years

Angela Morgan,Barbara Dodd,Katherine Brommeyer,Kelly Ng,Kyriaki Ttofari-Eecen,Sheena Reilly

Assessing language skills in adolescents with autism spectrum disorder

Diane King,Olympia Palikara

The treatment efficacy of multiple opposition phonological approach via telepractice for two children with severe phonological disorders in rural areas of West Texas in the USA

Sue Ann S Lee

Notes on contributors, 34, 1, 2018

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A school

Sarah Spencer,Sarah White

The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI)

Auli Meronen,Eila Lonka,Jenni Heikkil？,Kaisa Tiippana,Paavo HT Lepp？nen,Raija Eronen,Sisko Tuovinen,Timo Ahonen,Ulla Richardson

Notes on contributors for June 2018, 2018

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Book Review: Boyce S (2014) Not just talking

Louisa Reeves

The use of augmentative and alternative communication in Cyprus: Findings from a preliminary survey

Eleni Theodorou,Eliada Pampoulou,Kakia Petinou

‘Just trying to talk to people … It’s the hardest’: Perspectives of adolescents with high

Mary-Pat O’Malley,Rachel Kelly,Stanislava Antonijevic

Notes on contributors for October 2018, 2018

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Core vocabulary therapy for the treatment of inconsistent phonological disorder: Variations in service delivery

Kieran J Flanagan,Kyriaki Ttofari Eecen

Using parental questionnaires to investigate the heritage language proficiency of bilingual children

Ewa Haman,Kirsten Abbot-Smith,Magdalena ？uniewska,Megan Spruce,Patrycja Morawska-Patera

Effects of word boxes on phoneme segmentation, word identification, and spelling for a sample of children with autism

Laurice M Joseph

Instructional strategies used in direct AAC interventions with children to support graphic symbol learning: A systematic review

Martine Smith,Muireann McCleary,Yvonne Lynch

Are story retelling and story generation connected to reading skills? Evidence from Finnish

Gabbatore Ilaria,Kunnari Sari,Leena M？kinen,Loukusa Soile

Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder

Mary Claessen,Samuel D Calder,Suze Leit？o

Spelling acquisition in French children with developmental language disorder: An analysis of spelling error patterns

Andréanne Gagné,Marie-Pier Godin,Nathalie Chapleau

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