This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Bradford-Heit, A. Articles by Dodd, B. Search for Related Content Social Bookmarking                         What's this?

Learning new words using imitation and additional cues: differences between children with disordered speech

The University of Queensland

Barbara Dodd

University of Newcastle upon Tyne

Preliminary data on the effectiveness of imitation and other cues in facilitating correct new word production are reported. Novel names were taught to three groups of children with disordered speech: those who consistently made non-developmental errors (consistent deviant); those who made inconsistent errors; and children diagnosed as having developmental verbal dyspraxia; as well as a normally speaking age-matched control group. The results suggested that the groups differed in terms of their ability to accurately imitate new words on the initial attempt, and in their ability to use different types of information to facilitate accurate production. The findings bear on the nature of the different deficits underlying subtypes of speech disorder and the usefulness of imitation as a clinical strategy.

Child Language Teaching and Therapy, Vol. 14, No. 2, 159-179 (1998)
DOI: 10.1177/026565909801400203


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?