Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders
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چکیده
منابع مشابه
Linking Executive Functions and Written Language Intervention for Students with Language Learning Disorders
Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of t...
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Objectives: Children with Autism Spectrum Disorder (ASD) have problems in communicating and social interaction skills. Moreover, deficits in pragmatic language and executive functions are among the most important causes of communication and social interaction problems in this group. The present study aimed to determine the relationship between executive functioning and two of its indices (behav...
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this exploratory study aimed to investigate a possible relationship between learners’ beliefs about language learning and one of their personality traits; that is,locus of control (loc). both variables, beliefs and locus of control, are assumed to influence the language learning process. the internal control index (ici) and the beliefs about language learning inventory (balli) were administered...
How Might Pragmatic Language Skills Affect the Written Expression of Students with Language Learning Disabilities?
This article describes ways in which pragmatic language abilities may play a role in the writing performance of children and adolescents with language learning disabilities. First, a brief overview is presented of how pragmatic language difficulties might negatively influence writing performance. Next, research on the writing performance of students with language and learning problems is review...
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this study was designed to investigate the impacts of teachers self-disclosure on students foreign language classroom anxiety, attitude to english language learning and their achievement scores at the end of the term. there were 48 female learners of intermediate level. they were not randomly selected. there were one experimental group with 21 students and one control group with 27 students.the...
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ژورنال
عنوان ژورنال: International Journal of School and Cognitive Psychology
سال: 2016
ISSN: 2469-9837
DOI: 10.4172/2469-9837.1000178