Beth McIntosh
University of Queensland
17 Papers
55 Citations
Beth McIntosh is an academic researcher from University of Queensland. The author has contributed to research in topics: Phonological awareness & Literacy. The author has an hindex of 10, co-authored 15 publications. Previous affiliations of Beth McIntosh include Royal Brisbane and Women's Hospital.
Chat about Author
Papers
Two-year-olds' phonological acquisition: Normative data
Beth McIntosh,Barbara Dodd +1 more
TL;DR: Qualitative analysis of error types was predictive, with children who made many atypical errors at 2 years being diagnosed as phonologically disordered at 3 years, providing initial evidence that direct formal assessment of 2-year-old phonology is possible.
70
Enhancing the Phonological Awareness and Language Skills of Socially Disadvantaged Preschoolers: An Interdisciplinary Programme.
TL;DR: This article investigated the efficacy of intervention, developed by a speech-language therapist and implemented by a teacher, for the language and phonological awareness (PA) abilities of pre-school, socially disadvantaged children.
69
A core vocabulary approach for management of inconsistent speech disorder
TL;DR: In this paper, a case management plan for a 7 year old boy with unintelligible speech was presented to address seven case management questions regarding need for intervention, service delivery, differential diagnosis, intervention goals, generalization of therapeutic gains, discharge criteria and evaluation of efficacy.
Two-year-old phonology: impact of input, motor and cognitive abilities on development.
Barbara Dodd,Beth McIntosh +1 more
TL;DR: In this paper, the authors compared the contributions of different underlying abilities to phonological acquisition, including auditory-visual speech perception, production of isolated and sequenced oro-motor movements, and verbal and nonverbal rule abstraction.
52
Perception of the auditory-visual illusion in speech perception by children with phonological disorders
TL;DR: Findings suggest that phonological processing, rather than articulation, supports lip‐reading ability.
45