Yesterday our special issue on Grammar Assessment and Intervention was published in #LSHSS @ASHAJournals. It was my first time editing a special issue (or editing at all really) and thanks to guidance from @hstorkel I learned a lot.
I liked and learned from each of the articles - I am horrible at threading https://abs.twimg.com/emoji/v2/... draggable="false" alt="đź§µ" title="Thread" aria-label="Emoji: Thread">properly but I want to share some of my favorite things about each paper in this issue https://pubs.asha.org/toc/lshss/51/2 ">https://pubs.asha.org/toc/lshss...
@lfinestack and colleagues have a paper on using automated analyses in CLAN to ease language sample analysis (use of DSS and IPSyn). https://pubs.asha.org/doi/10.1044/2019_LSHSS-19-00032">https://pubs.asha.org/doi/10.10... In combination with automated transcription, this should help make language samples more accessible.
Another strength is that it illustrates use of language samples for progress monitoring and goal selection both with the populations we typically see and with other older populations. The appendices & supplemental materials are especially useful. https://pubs.asha.org/doi/10.1044/2019_LSHSS-19-00032">https://pubs.asha.org/doi/10.10...
Eisenberg, Bredin-Oja, and Crumrine (none of whom are on twitter?) talk about imitation - their microanalyses of what make imitation effective as a therapeutic technique is very thoughtful. The figures and tables contain a wealth of info https://pubs.asha.org/doi/10.1044/2019_LSHSS-19-00024">https://pubs.asha.org/doi/10.10...
It makes the similarities and differences between 3 explicit teaching methods clear & shows the evidence. Someone who wants to work on complex syntax could us this as a guidebook for which technique to adopt at different points or for different kids https://pubs.asha.org/doi/10.1044/2019_LSHSS-19-00046">https://pubs.asha.org/doi/10.10...
https://pubs.asha.org/doi/10.1044/2019_LSHSS-19-00065">https://pubs.asha.org/doi/10.10... this paper provides a framework for assessing progress and goal setting when using a visual system. It builds creatively on work by Hadley and colleagues on Unique Syntactic Types and is a useful read for anyone thinking about early grammatical development
The bottom line is that complex syntax is present from first grade on and the need to comprehend different syntactic types both in teacher talk and in print ramps up fast. We can& #39;t save intervention for these sentences until middle school. https://pubs.asha.org/doi/10.1044/2019_LSHSS-19-00064">https://pubs.asha.org/doi/10.10...
This special issue was a pleasure to work on and I had the gift of great authors and reviewers who helped to move it along. (I& #39;ll never again agree to do a special issue the same year I put in a grant & a revision though!)
I hope folks will read each article and find useful information - I look forward to hearing how these papers get taken up into research and practice going forward!
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