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Communication Sciences and Disorders Commons™
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Full-Text Articles in Communication Sciences and Disorders
The Investigation Of Treatment Outcomes For Adults With Chronic Brain Injury Following Intensive Multidisciplinary Treatment, Donna Mineo Fitzgerald-Dejean
The Investigation Of Treatment Outcomes For Adults With Chronic Brain Injury Following Intensive Multidisciplinary Treatment, Donna Mineo Fitzgerald-Dejean
LSU Doctoral Dissertations
Although communication sciences and disorders (COMD) research supports intensive treatment for individuals with chronic brain injury, funding to provide these services is limited. This study explored the use of interdepartmental university resources to provide an intensive, multidisciplinary chronic brain injury program. Methodologically, treatment regimes were designed with clinical faculty as practicum experiences for COMD master’s degree students. Subjects with a single onset head injury or cerebral vascular accident greater than one year were recruited to participate in the Intensive Treatment, Weekly Treatment or Control Groups. Pre, Post, and Post-Post Testing were used to measure cognitive-linguistic, quality of life and physical …
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
LSU Doctoral Dissertations
This study investigated emerging phonemic awareness skills and printed sight word recognition abilities in two-year-old toddlers using plain text and MorphoPhonic Face words on flash cards. MorphoPhonic Face words were used to determine if this learning process is enhanced when words are iconically represented to show the first sound and the word's meaning (purposefully creating idiosyncratic cues) using pictures superimposed into the letters. Sixteen (16) age-matched toddlers were assigned to alternate treatment groups and received exposure to both printed and MorphoPhonic pictured words three times weekly for six weeks. During each session, children were taught 16 sight words (8 in …
Language Learning Through Storybook Reading In Headstart, Patricia Minnis Brazier-Carter
Language Learning Through Storybook Reading In Headstart, Patricia Minnis Brazier-Carter
LSU Doctoral Dissertations
The purpose of this study is to explore whether storybooks designed to elicit talk about letters and sounds, termed "alphabet-storybooks" will generate more print referencing behaviors from Head Start teachers than traditional storybooks, and if there is a concomitant positive impact on the learning of the children in these classrooms. In addition, the meaning reference behaviors of adults and impact on children also will be measured to determine if meaning is sacrificed at the expense of print referencing.