Institution
Dawn House School
About: Dawn House School is a based out in . It is known for research contribution in the topics: Pupil & Phonological awareness. The organization has 13 authors who have published 18 publications receiving 110 citations.
Papers
TL;DR: Four severely language-impaired pupils participated in an intervention programme aimed towards improving their word-finding skills, which revealed that the two groups differed significantly on the accuracy of word retrieval.
Abstract: The present study describes how four severely language—impaired pupils participated in an intervention programme aimed towards improving their word—finding skills. Short intervention sessions that concentrated upon a combination of both elaboration and retrieval techniques were conducted over a period of 4 weeks. Four control subjects received language therapy that was unrelated to word—finding activities. The subjects were matched for age, sex and word—finding difficulties. Results revealed that the two groups differed significantly on the accuracy of word retrieval. The four subjects that had received specific intervention improved in their ability to retrieve words. Two—tailed t—tests indicated that the improvement was highly significant at the probability level of p < 0.01 between the stages of testing. The contribution of the intervention sessions towards facilitating word—finding strategies of the four children is discussed.L'etude presente decrit de quelle fagon quatre eleves souffant d'un deficit ...
43 citations
TL;DR: The effect of two therapy methods in the treatment of word-finding problems during a confrontational picture-naming situation are compared in two groups of severely language-impaired children as mentioned in this paper.
Abstract: The effect of two therapy methods in the treatment of word-finding problems during a confrontational picture-naming situation are com pared in two groups of severely language-impaired children. A treat ment technique that promotes the strengthening of the children's seman tic networking and encourages the use of self-cuing (semantic treatment) is contrasted with an approach that fosters the child's phonological awareness and supports the use of phonological self-cuing (phonologic al treatment). A course of 15 sessions of treatment over five weeks is undertaken by each subject. The results are measured one week after the end of treatment. Those subjects receiving the semantic treatment indicate a highly significant improvement in naming untrained pictures, but the phonological treatment group makes no significant improve ment. Reasons for this and the efficacy of the two methods is examined, and possible clinical implications are discussed.
31 citations
TL;DR: In this paper, two boys, aged 10 and 11, with vocabulary deficits and word finding problems were introduced to new vocabulary in two treatment conditions: (i) an elaborated mode in which words are used in the context of an activity involving semantically related words, and (ii) a definition mode where they listen passively to formal word definitions (also semantically linked).
Abstract: Two boys, aged 10 and 11, with vocabulary deficits and word finding problems are introduced to new vocabulary in two treatment conditions: (i) an elaborated mode in which words are used in the context of an activity involving semantically related words, and (ii) a definition mode in which they listen passively to formal word definitions (also semantically linked). One boy makes no progress in either mode; the other makes some gains in both modes. Reasons for this are discussed and the importance of taking individual learning styles into account is stressed.
14 citations
TL;DR: The linguistic and cognitive profiles of five deaf adults with a sign language disorder were compared with those of matched deaf controls and the important role of narrative discourse as a clinically sensitive diagnostic tool is described.
Abstract: The linguistic and cognitive profiles of five deaf adults with a sign language disorder were compared with those of matched deaf controls. The test involved a battery of sign language tests, a signed narrative discourse task and a neuropsychological test protocol administered in sign language. Spatial syntax and facial processing were examined in detail and correlated with language and cognitive findings. The battery clearly differentiated the performance of the clinical participants from that of the normal controls. Further, test performance of the clinical individuals was distinct and showed marked correlations with neurological history, as well as with cognitive profiles. The important role of narrative discourse as a clinically sensitive diagnostic tool is described.
10 citations
TL;DR: In this article, the authors dealt with features of language-handicapped children which may lead to difficulties in understanding elementary number work and made suggestions for teaching using historic number systems as preparatory or intermediate steps.
Abstract: The paper deals with features of language-handicapped children which may lead to difficulties in understanding elementary number work Six features are identified Weakness in symbolic understanding is studied in relation to three aspects of the curriculum: understanding cardinality of numbers, the use of Hindu-Arabic figures, and the understanding of place value An attempt is made to see problems from the child's perspective Methodological suggestions for teaching are given, including the use of historic number systems as preparatory or intermediate steps, and the general adoption of a holistic approach
5 citations
Authors
Showing all 13 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| Eva Grauberg | 3 | 6 | 12 |
| Corinne Haynes | 2 | 4 | 42 |
| Susan Hyde Wright | 2 | 3 | 68 |
| Barbara Gorrie | 2 | 2 | 32 |
| Peter Cheesman | 1 | 1 | 3 |
| Bridget Tempest | 1 | 1 | 1 |
| Sandhya Naidoo | 1 | 1 | 1 |
| Anne Shipman | 1 | 1 | 28 |
| Mary Jennings | 1 | 1 | 31 |
| Susan Hyde-Wright | 1 | 1 | 3 |
| Ann Commerford | 1 | 1 | 7 |
| Elaine Parkinson | 1 | 4 | 5 |
| Cheryl Davies | 0 | 1 | 0 |
Related Institutes (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2007 | 1 |
| 1995 | 2 |
| 1993 | 3 |
| 1992 | 2 |
| 1990 | 2 |
| 1989 | 1 |