Citations (67)
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Mohaned G. Abed & Todd K. Shackelford. (2023) Classroom Inclusion of Saudi Arabian Students with Speech, Language, and Communication Needs Through Enhanced Communication. International Journal of Disability, Development and Education 70:4, pages 490-504.
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Michelle Krahe, Kate O’Leary, Sheena Reilly, Kate Ellis & Karyn Walsh. (2022) An assessment of speech, language, and literacy of children of young mothers attending supported playgroup. Early Child Development and Care 192:9, pages 1477-1489.
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Elena Just, Wendy M. Pearce & Sharon Crosbie. (2022) Pathways to paediatric speech pathology services in Australia. Speech, Language and Hearing 25:2, pages 192-203.
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Teresa Y.C. Ching, Michelle Saetre-Turner, Samantha Harkus, Louise Martin, Meagan Ward, Vivienne Marnane, Caroline Jones, Eugenie Collyer, Chantelle Khamchuang & Kelvin Kong. (2020) The Hearing and Talking Scale (HATS): Development and validation with young Aboriginal and Torres Strait Islander children in urban and remote settings in Australia. Deafness & Education International 22:4, pages 305-324.
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Katelyn Melvin, Carly Meyer & Nerina Scarinci. (2020) What does “engagement” mean in early speech pathology intervention? A qualitative systematised review. Disability and Rehabilitation 42:18, pages 2665-2678.
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Tanya Rose, Nerina Scarinci, Carly Meyer, Stephanie Harris, Shareen Forsingdal, Narelle Anger & Kylie Webb. (2020) The It Takes Two to Talk® – The Hanen Program® for Parents: impacts on child behaviour and social-emotional functioning. Speech, Language and Hearing 23:3, pages 180-188.
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Esra Özcebe, Aysin Noyan Erbas & Tuğçe Karahan Tiğrak. (2020) Analysis of behavioural characteristics of children with developmental language disorders. International Journal of Speech-Language Pathology 22:1, pages 30-36.
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Brad M. Farrant, Linda J. Harrison, Sarah Wise, Grant Smith & Stephen R. Zubrick. (2019) Does Child Care in the First Year of Life Pose a Risk for Concurrent and Future Ear Infections?. Child Care in Practice 25:3, pages 263-280.
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Sharynne McLeod, Kathryn Crowe, Jane McCormack, Paul White, Yvonne Wren, Elise Baker, Sarah Masso & Sue Roulstone. (2018) Preschool children’s communication, motor and social development: Parents’ and educators’ concerns. International Journal of Speech-Language Pathology 20:4, pages 468-482.
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Sarah Gray, Amanda Kvalsvig, Meredith O’Connor, Elodie O’Connor, Emily Incledon, Joanne Tarasuik & Sharon Goldfeld. (2018) Can a teacher-reported indicator be used for population monitoring of oral language skills at school entry?. International Journal of Speech-Language Pathology 20:4, pages 447-457.
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Cen Wang, Linda J. Harrison, Sharynne McLeod, Sue Walker & Jantine L. Spilt. (2018) Can teacher–child relationships support human rights to freedom of opinion and expression, education and participation?. International Journal of Speech-Language Pathology 20:1, pages 133-141.
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Graham R. Daniel & Cen Wang. (2017) Inclusion and the practice of repeating Kindergarten in Australia. Australian Journal of Learning Difficulties 22:1, pages 57-69.
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Linda J. Harrison, Sharynne McLeod, Lindy McAllister & Jane McCormack. (2017) Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report. Australian Journal of Learning Difficulties 22:1, pages 35-48.
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Sharynne McLeod, Kathryn Crowe, Sarah Masso, Elise Baker, Jane McCormack, Yvonne Wren, Susan Roulstone & Charlotte Howland. (2017) Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties. Australian Journal of Learning Difficulties 22:1, pages 15-33.
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Jennifer Buckingham, Robyn Beaman & Kevin Wheldall. (2014) Why poor children are more likely to become poor readers: the early years. Educational Review 66:4, pages 428-446.
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Sharynne McLeod, Lindy McAllister, Jane McCormack & Linda J. Harrison. (2014) Applying the World Report on Disability to children’s communication. Disability and Rehabilitation 36:18, pages 1518-1528.
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Bethany J. Toohill, Sharynne Mcleod & Jane Mccormack. (2012) Effect of dialect on identification and severity of speech impairment in Indigenous Australian children. Clinical Linguistics & Phonetics 26:2, pages 101-119.
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JohannaL. Carpenter & DeborahA.G. Drabick. (2011) Co-occurrence of linguistic and behavioural difficulties in early childhood: a developmental psychopathology perspective. Early Child Development and Care 181:8, pages 1021-1045.
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Lindy McAllister, Jane McCormack, Sharynne McLeod & Linda J. Harrison. (2011) Expectations and experiences of accessing and participating in services for childhood speech impairment. International Journal of Speech-Language Pathology 13:3, pages 251-267.
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Sue Roulstone & Pam Enderby. (2010) The end of an affair: Discharging clients from speech-language pathology. International Journal of Speech-Language Pathology 12:4, pages 292-295.
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Catherine L. Taylor & Stephen R. Zubrick. (2009) Predicting children's speech, language and reading impairment over time. International Journal of Speech-Language Pathology 11:5, pages 341-343.
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Articles from other publishers (46)
Gerda Ingrid Bruinsma, Frank Wijnen & Ellen Gerrits. (2023) Communication in Daily Life of Children With Developmental Language Disorder: Parents' and Teachers' Perspectives. Language, Speech, and Hearing Services in Schools, pages 1-25.
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Amber H. Beisly. (2023) The Jingle-Jangle of Approaches to Learning in Prekindergarten: a Construct with Too Many Names. Educational Psychology Review 35:3.
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Ruth A. Scherschligt, Susan C. Gapp, Kyle Brouwer, Monica Iverson & Marcy Drew. (2023) K–8 Speech-Language Pathologists' Training and Implementation of Research-Based Behavioral Intervention Strategies. Perspectives of the ASHA Special Interest Groups, pages 1-13.
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Kym Simoncini, Jacqueline McKechnie, Catherine Hilly & Bernadette Matthews. (2023) Helping Parents Support Their Preschool Children’s Learning and Development Through SMS Messages: An Australian Pilot Study. Early Childhood Education Journal.
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Aoife L. Gallagher, Kezia Island & Julia O Shea. (2023) Criteria and Terminology Applied to Language Impairments (CATALISE): A qualitative exploration of dissemination efforts to guide future implementation. International Journal of Language & Communication Disorders.
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Meghan M. Davidson, Crystle N. Alonzo & Michelle L. Stransky. (2022) Access to Speech and Language Services and Service Providers for Children With Speech and Language Disorders. American Journal of Speech-Language Pathology 31:4, pages 1702-1718.
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Eun-Young Seo & Soo-Jin Kim. (2022) Effects of Preschool Speech Sound Disorder on School Age Activities · Participation. Audiology and Speech Research 18:2, pages 118-130.
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M Conway, M A Krahe, K A Weir & S Reilly. (2022) Are we meeting the needs of vulnerable children? Distribution of speech-language pathology services on the Gold Coast, Australia. Journal of Public Health 44:1, pages 192-198.
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Kathryn A. Leech, Sinead McNally, Michael Daly & Kathleen H. Corriveau. (2022) Unique effects of book-reading at 9-months on vocabulary development at 36-months: Insights from a nationally representative sample of Irish families. Early Childhood Research Quarterly 58, pages 242-253.
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Paula Cronin & Stephen Goodall. (2021) Measuring the Impact of Genetic and Environmental Risk and Protective Factors on Speech, Language, and Communication Development-Evidence from Australia. International Journal of Environmental Research and Public Health 18:8, pages 4112.
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Yvonne Wren, Emma Pagnamenta, Tim J. Peters, Alan Emond, Kate Northstone, Laura L. Miller & Sue Roulstone. (2021) Educational outcomes associated with persistent speech disorder. International Journal of Language & Communication Disorders 56:2, pages 299-312.
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Aiswarya L. Varghese, Chinnu Thomas, Megha Mohan & Sudhin Karuppali. (2021) A Comparative Study of the Communication Profile of Typically Developing Children and Children with Receptive-Expressive Language Disorders: A Parental Perceptive. Clinical Practice & Epidemiology in Mental Health 17:1, pages 177-186.
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Paula Cronin, Rebecca Reeve, Patricia McCabe, Rosalie Viney & Stephen Goodall. (2020) Academic achievement and productivity losses associated with speech, language and communication needs. International Journal of Language & Communication Disorders 55:5, pages 734-750.
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Xiao Zhang, Bi Ying Hu, Lixin Ren & Liang Zhang. (2019) Family socioeconomic status and Chinese children’s early academic development: Examining child-level mechanisms. Contemporary Educational Psychology 59, pages 101792.
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Alexandra M. Cross, Marc F. Joanisse & Lisa M. D. Archibald. (2019) Mathematical Abilities in Children With Developmental Language Disorder. Language, Speech, and Hearing Services in Schools 50:1, pages 150-163.
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Sharynne McLeod, Linda J. Harrison & Cen Wang. (2019) A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly 47, pages 507-517.
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Xiao Zhang, Bi Ying Hu, Lixin Ren & Xitao Fan. (2018) Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study. Journal of School Psychology 71, pages 122-137.
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Joanna Vivash, Julie Dockrell & Frances Lee. (2018) The re-alignment of educational psychologists in supporting primary schools to enhance provision for children with speech, language and communication needs. Educational and Child Psychology 35:2, pages 43-59.
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Philip J. Schluter, Jesse Kokaua, El-Shadan Tautolo, Rosalina Richards, Tufulasi Taleni, Hyun M. Kim, Richard Audas, Brigid McNeill, Barry Taylor & Gail Gillon. (2018) Patterns of early primary school-based literacy interventions among Pacific children from a nationwide health screening programme of 4 year olds. Scientific Reports 8:1.
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Xiao Zhang. (2018) Letter-name knowledge longitudinally predicts young Chinese children's Chinese word reading and number competencies in a multilingual context. Learning and Individual Differences 65, pages 176-186.
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Kelly Weegar, Camille Guérin-Marion, Sabrina Fréchette & Elisa Romano. (2018) Child physical punishment, parenting, and school readiness. Infant and Child Development 27:1, pages e2050.
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K. Short, P. Eadie, J. Descallar, E. Comino & L. Kemp. (2017) Longitudinal vocabulary development in Australian urban Aboriginal children: Protective and risk factors. Child: Care, Health and Development 43:6, pages 906-917.
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Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Hui Li, Wik Hung Pun & Michael Cook. (2017) Cross-Cohort Evidence of Disparities in Service Receipt for Speech or Language Impairments. Exceptional Children 84:1, pages 27-41.
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Xiao Zhang, Bi Ying Hu, Lixin Ren & Xitao Fan. (2017) Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children. Contemporary Educational Psychology 51, pages 366-377.
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Deborah Denman, Renée Speyer, Natalie Munro, Wendy M. Pearce, Yu-Wei Chen & Reinie Cordier. (2017) Psychometric Properties of Language Assessments for Children Aged 4–12 Years: A Systematic Review. Frontiers in Psychology 8.
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Sophie Guy, Gareth Furber, Matthew Leach & Leonie Segal. (2016) How many children in Australia are at risk of adult mental illness?. Australian & New Zealand Journal of Psychiatry 50:12, pages 1146-1160.
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Rasheda Khanam & Son Nghiem. (2016) Family Income and Child Cognitive and Noncognitive Development in Australia: Does Money Matter?. Demography 53:3, pages 597-621.
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Paul. L. Morgan, Carol Scheffner Hammer, George Farkas, Marianne M. Hillemeier, Steve Maczuga, Michael Cook & Stephanie Morano. (2016) Who Receives Speech/Language Services by 5 Years of Age in the United States?. American Journal of Speech-Language Pathology 25:2, pages 183-199.
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Sharynne McLeod, Linda J. Harrison, Chrystal Whiteford & Sue Walker. (2016) Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly 34, pages 53-66.
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Johannes E. H. Van Luit & Sylke W. M. Toll. (2015) Remedial early numeracy education: can children identified as having a language deficiency benefit?. International Journal of Language & Communication Disorders 50:5, pages 593-603.
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Shaun Goh Kok Yew & Richard O'Kearney. (2015) Early language impairments and developmental pathways of emotional problems across childhood. International Journal of Language & Communication Disorders 50:3, pages 358-373.
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Andrea C. Ash & Sean M. Redmond. (2014) Using Finiteness as a Clinical Marker to Identify Language Impairment. Perspectives on Language Learning and Education 21:4, pages 148-158.
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Sinéad McNally & Jean Quigley. (2014) An Irish Cohort Study of Risk and Protective Factors for Infant Language Development at 9 Months. Infant and Child Development 23:6, pages 634-649.
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Mary Alt, Genesis D. Arizmendi & Carole R. Beal. (2014) The Relationship Between Mathematics and Language: Academic Implications for Children With Specific Language Impairment and English Language Learners. Language, Speech, and Hearing Services in Schools 45:3, pages 220-233.
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Brad Farrant. (2014) Mal adaptive Parenting and Child Emotional Symptoms in the Early School Years: Findings from the Longitudinal Study of Australian Children. Australasian Journal of Early Childhood 39:2, pages 118-125.
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Daniel I. Rees & Joseph J. Sabia. (2014) The kid's speech: The effect of stuttering on human capital acquisition. Economics of Education Review 38, pages 76-88.
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Christina Weiland & Hirokazu Yoshikawa. (2013) Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills. Child Development 84:6, pages 2112-2130.
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Sharynne McLeod, Linda J. Harrison, Lindy McAllister & Jane McCormack. (2013) Speech Sound Disorders in a Community Study of Preschool Children. American Journal of Speech-Language Pathology 22:3, pages 503-522.
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Brad M. Farrant & Stephen R. Zubrick. (2013) Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the Longitudinal Study of Australian Children. First Language 33:3, pages 280-293.
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Shaun Goh Kok Yew & Richard O’Kearney. (2012) Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: meta‐analyses of controlled prospective studies. Journal of Child Psychology and Psychiatry 54:5, pages 516-524.
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Brad M Farrant & Stephen R Zubrick. (2011) Early vocabulary development: The importance of joint attention and parent-child book reading. First Language 32:3, pages 343-364.
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Jane McCormack, Linda J. Harrison, Sharynne McLeod & Lindy McAllister. (2011) A Nationally Representative Study of the Association Between Communication Impairment at 4–5 Years and Children’s Life Activities at 7–9 Years. Journal of Speech, Language, and Hearing Research 54:5, pages 1328-1348.
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Julie E. DockrellGeoff Lindsay & Olympia Palikara. (2011) Explaining the academic achievement at school leaving for pupils with a history of language impairment: Previous academic achievement and literacy skills. Child Language Teaching and Therapy 27:2, pages 223-237.
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Sharynne McLeodDavid H. McKinnon. (2010) Support required for primary and secondary students with communication disorders and/or other learning needs. Child Language Teaching and Therapy 26:2, pages 123-143.
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Linda J. Harrison & Sharynne McLeod. (2010) Risk and Protective Factors Associated With Speech and Language Impairment in a Nationally Representative Sample of 4- to 5-Year-Old Children. Journal of Speech, Language, and Hearing Research 53:2, pages 508-529.
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