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Research Article
Research Article
August 1986

A Comprehension Monitoring Program for Language-Impaired Children

Publication: Journal of Speech and Hearing Disorders
Volume 51, Number 3
Pages 264-271

Abstract

Four language-impaired children (5:10–8:2) participated in an intervention program designed to improve their comprehension monitoring skills. A set of audiotaped adequate and inadequate messages was presented through the baseline and treatment phases of a multiple-baseline across subjects design, with the dependent variable being the percentage of inadequate messages that were verbally queried. Results revealed rapid increases in verbal queries of five types of inadequate messages in conjunction with progress through the comprehension monitoring treatment program. High levels of comprehension monitoring were maintained following a nontreatment interval of 3–6 weeks. Facilitation of comprehension monitoring skills appears to be a feasible and fruitful adjunct to traditional language intervention objectives.

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Published In

Journal of Speech and Hearing Disorders
Volume 51Number 3August 1986
Pages: 264-271
PubMed: 3736026

History

  • Received: Jul 19, 1985
  • Accepted: Mar 27, 1986
  • Published in issue: Aug 1, 1986

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Authors

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Christine Dollaghan
Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada
Nomi Kaston
Glenrose Rehabilitation Hospital, Edmonton, Alberta, Canada

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  • Entwicklung des Sprachverständnisses und Sprachverständnisstörungen, Sprachentwicklungsstörungen, 10.1016/B978-3-437-48354-7.00007-3, (317-357), (2019).
  • Literatur, Sprachverstehen bei Kindern, 10.1016/B978-3-437-42006-1.00012-6, (219-233), (2019).
  • Literature-Based Language Intervention, Perspectives on Language Learning and Education, 10.1044/lle8.2.21, 8, 2, (21-25), (2018).
  • Observational Learning of Comprehension Monitoring Skills in Children Who Exhibit Mental Retardation, Journal of Speech, Language, and Hearing Research, 10.1044/jshr.3401.141, 34, 1, (141-154), (2018).
  • Comprehension Monitoring: A Developmental Effect?, American Journal of Speech-Language Pathology, 10.1044/1058-0360.0901.48, 9, 1, (48-54), (2018).

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