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International Journal of Language & Communication Disorders Volume 36, 2001 - Issue sup1
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Original Article

Meta-Syntactic Therapy Using Visual Coding for Children with Severe Persistent SLI

Susan Ebbels Moor House School, Mill Lane, Hurst Green, Oxted, Surrey, RH8 9AQ; Department of Psychology, Birkbeck College, University of London, Malet Street, London, WC1E 7HXCorrespondence[email protected]
&
Heather van der Lely Department of Psychology, Birkbeck College, University of London, Malet Street, London, WC1E 7HX
Pages 345-350 | Published online: 18 Nov 2009

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Georgios P. Georgiou & Elena Theodorou. (2023) Comprehension of complex syntax by non-English-speaking children with developmental language disorder: A scoping review. Clinical Linguistics & Phonetics 37:11, pages 1050-1068.
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Shyamani Hettiarachchi & Mahishi Ranaweera. (2019) The effectiveness of using the Colourful Semantics approach to support language development with children who are deaf or hard-of-hearing. Deafness & Education International 21:4, pages 157-173.
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Fabrizio Arosio & Maria Teresa Guasti. (2019) The production of wh-questions in Italian-speaking children with SLI. Clinical Linguistics & Phonetics 33:4, pages 349-375.
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Laura M Tobin & Susan H. Ebbels. (2019) Effectiveness of intervention with visual templates targeting tense and plural agreement in copula and auxiliary structures in school-aged children with complex needs: a pilot study. Clinical Linguistics & Phonetics 33:1-2, pages 175-190.
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Kelly Rombough & Rosalind Thornton. (2018) Probing morphological, syntactic and pragmatic knowledge through answers to wh-questions in children with SLI. International Journal of Speech-Language Pathology 20:2, pages 284-294.
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Julie Hickin, Beejal Mehta & Lucy Dipper. (2015) To the sentence and beyond: a single case therapy report for mild aphasia. Aphasiology 29:9, pages 1038-1061.
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Victoria Joffe & Spyridoula Varlokosta. (2007) Patterns of syntactic development in children with Williams syndrome and Down's syndrome: Evidence from passives and wh‐questions. Clinical Linguistics & Phonetics 21:9, pages 705-727.
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Hilary Gardner, Karen Froud, Alastair McClelland & Heather K. J. van der Lely. (2006) Development of the Grammar and Phonology Screening (GAPS) test to assess key markers of specific language and literacy difficulties in young children. International Journal of Language & Communication Disorders 41:5, pages 513-540.
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