It’s that time again! After a brief hiatus due to family “stuff” I am back to doing Research Tuesday. With any luck I will be able to keep up the routine…I know I’m happier when I actually get things done on here…and it’s been WAY too long since I had a post!
Today’s research Tuesday discusses the need (or lack of) for providing a “label” for unexplained language issues in children. To be fair, I need to warn you though…this is not “research” in that there’s controls, things that are done, and data to graph…It is research in that it’s compiling a lot of information, asking some tough questions, and posing challenges. The author is a much respected SLP who is available on many social media platforms and I truly hope I don’t upset her with this discussion. I found the article extremely helpful…and the discussion articles following this one were insightful. So..without further adieu Research Tuesday!
It is the second Tuesday of the month, which means it’s time for Research Tuesday. As always the interpretation of the research is mine and side comments are placed in [brackets].
Today’s post is brought to you by the
letter I… errr…. the Language, Speech, and Hearing Services in Schools journal. Continue reading
I almost didn’t have a Research Tuesday post. I could come up with some pithy excuses, but they’d just be excuses…suffice it to say, there was nothing that really spoke to me that I’d read. In fact, I wondered if I’d been burnt out from reading all these articles (not really!). Then I was speaking with a teacher in my school and remembered I had stored away an article to use for my own research and hadn’t yet. It was relevant, and interesting, and … uhm…maybe a bit controversial. So…I had to use it…right? I had to! First, though, I have to give a shout out to Tatyana Elleseff at Smart Speech Therapy for providing the link to me (I’ll bet she never expected me to use it this way!). It’s a bit different…and has an odd flow to it, but it’s here. So…without further ado…I bring you Research Tuesday!
It’s that time of the month again…wait! Not THAT!
It’s Research Tuesday!
That means it’s time for the SLP Bloggers to dust off their journal sleuthing skills and review an article. I seem to always have trouble deciding on which article I want to write about. I either have several and can’t seem to choose, or none of them inspire me. Thankfully, after several days of
hemming and hawing…err… preocastrination looking around I decided on the following article. So…without further delay… Continue reading
Otherwise known as how to fool your brain into doing something it doesn’t really want to do because you’ve procrastinated far too long as it is and have a deadline coming up.
Also known as, although reading journal articles can be tedious it is very necessary and extremely informative…
In reality, this blog post almost didn’t come about as my mind just wasn’t in to reading journals today (I KNOW! It’s almost sacrilege). I have been super busy (not an excuse) and I set aside today as the day to write the blog (it’s even on my calendar). Unfortunately, my brain did NOT want to read a dry boring article (I swear some people think they get paid by the word!). But, I persevered and finally found one that was 1) relevant to me, and 2) interesting.
So…without further ado I bring you…(hey that rhymes)….
The format for the article reviews will be a bit different than typical. Hopefully they will still be easy to read…and fun. Well, as fun as one can make article reviews. Okay…Not fun at all, but come on, they’re an integral part of our career choice. There will, most likely, be little add-on comments because sometimes I just can’t stop myself. They will be in brackets [with italics]…for the most part. Well, except for the end where it’s ALL my discussion. Here we go!
Title:Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders
Synopsis: The purpose of the research was to determine if the sound error patterns in preschool-age children predicts articulation and phonological awareness skills at school-age. Continue reading