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Neurobehavioral Correlates Associated With Melodic Intonation Therapy For Adults With Nonfluent Aphasia, Caitlin Norquist
Neurobehavioral Correlates Associated With Melodic Intonation Therapy For Adults With Nonfluent Aphasia, Caitlin Norquist
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Recent trends in neuroimaging, as it relates to the field of communication disorders, have shed new light on the nature of neuroplasticity and reorganization of brain function as it pertains to recovery from nonfluent aphasia following Melodic Intonation Therapy (MIT). However, demographic limitations in these client populations necessitate synthesis across individual studies to form meaningful patterns for application to clinical practice. We conducted a systematic review of all studies involving pre-and post-treatment neurological and behavioral measures following MIT treatment for adults with nonfluent aphasia. Ten studies were identified for synthesis involving a variety of languages, treatment conditions, and neuroimaging and …
Teaching Writing Strategies To Students Who Are Deaf Or Hard Of Hearing, Kyrie Kellogg
Teaching Writing Strategies To Students Who Are Deaf Or Hard Of Hearing, Kyrie Kellogg
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Students who are deaf or hard of hearing (DHH) may access language differently than their typical hearing peers, or they may require additional supports and accommodations. This can lead to differences in communication modes and styles that can make communication and language development difficult, which can impact reading and writing skills. When their specific writing concerns are addressed, writing offers these students another outlet to express their ideas, share thoughts, and engage in meaningful communication with others. The purpose of this study was to examine whether Self-Regulated Strategy Development (SRSD) persuasive writing strategies would help improve writing length and quality …
Examining The Effects Of The Write Sounds Intervention With First Grade Students, Brittany Wambold
Examining The Effects Of The Write Sounds Intervention With First Grade Students, Brittany Wambold
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Students who have difficulty with reading and writing are at risk to continue having difficulty throughout their schooling. Lack of time and resources may be a contributing factor for students not receiving additional instruction for both skills. However, there is evidence that balanced reading and writing programs can be effective. The purpose of this study was to examine the effectiveness of the Write Sounds intervention for students who had deficits in reading and writing. This study was a multiple baseline across participants design with three first-grade students who showed difficulty with reading, spelling, and phonemic awareness. Students received 40 minutes …