Communication

301 – Description of three implementation models of a dual-language program

Catrine Demers, University of Alberta, Canada (catrine.demers@ualberta.ca)
Natalie Gordon, University of Alberta, Canada (ngordon1@ualberta.ca)
Wendy Amoako, University of Alberta, Canada (wamoako@ualberta.ca)
Sauyma Kapoor,University of Alberta, Canada(skapoor2@ualberta.ca)
Andrea A.N. MacLeod, University of Alberta, Canada (andrea.a.n.macleod@ualberta.ca)

301 – Description of three implementation models of a dual-language program View Presentation

300 – Methods in studying communication development of immigrant and refugee children: A scoping review

Catrine Demers, University of Alberta, Canada (catrine.demers@ualberta.ca)
Negin Yousefi, University of Alberta, Canada (nyousefi@ualberta.ca)
Carolina Lissette Salinas Marchant, University of Alberta, Canada (salinasm@ualberta.ca)
Wendy Amoako, University of Alberta, Canada (wamoako@ualberta.ca)
Maya Al Banna, University of Alberta, Canada (albanna@ualberta.ca)
Aunya Weich, University of Alberta, Canada (aunya@ualberta.ca)
Aguila Kylene, University of Alberta, Canada (kylene.aguila@umontreal.ca)
Anusha Khepar, University of Alberta, Canada (khepar@ualberta.ca)
Jiya Juneja, University of Alberta, Canada (jiya@ualberta.ca)
Andrea A.N. MacLeod, University of Alberta, Canada (andrea.a.n.macleod@ualberta.ca)

300 – Methods in studying communication development of immigrant and refugee children: A scoping review View Presentation

298 – From ‘I like talking to my Mammy’ to ‘I don’t talk at school’: Understanding the lives of children with speech sound disorders using mixed methods

Clare Carroll, University of Galway, Ireland (c.carroll@universityofgalway.ie)
Rena Lyons, University of Galway, Ireland (rena.lyons@universityofgalway.ie)
Mary Larkin, University of Galway, Ireland (m.larkin13@universityofgalway.ie)
Mary-Pat O’Malley, University of Galway, Ireland (marypat.omalley@universityofgalway.ie)

298 – From ‘I like talking to my Mammy’ to ‘I don’t talk at school’: Understanding the lives of children with speech sound disorders using mixed methods View Presentation

289 – Effectiveness of personalised intervention on phonological awareness, alphabetic principle and rapid automated naming (RAN) in a bilingual child with reading difficulties

Juana Muñoz López, University of Granada (CIMCYC-UGR), Spain (jmunoz@ugr.es)
Laura Herrera Leyva, Speech-language pathologist, Spain(lauraherreralogopedia@mail.com)
Dunia Garrido del Águila, University of Granada, Spain (duniag@ugr.es)

289 – Effectiveness of personalised intervention on phonological awareness, alphabetic principle and rapid automated naming (RAN) in a bilingual child with reading difficulties View Presentation

288 – Supporting children’s recovery from bushfires

Nicole McGill, Charles Sturt University, Australia (nmcgill@csu.edu.au)
Michael Curtin, Charles Sturt University, Australia (mcurtin@csu.edu.au)
Julia A. White, Royal Far West, Australia (juliaw@royalfarwest.org.au)
Sarah Eagland, Royal Far West, Australia (sarahe@royalfarwest.org.au)
Gene Hodgins, Charles Sturt University, Australia (ghodgins@csu.edu.au)
Sarah Verdon, Charles Sturt University, Australia (sverdon@csu.edu.au)
Tracey Parnell, Charles Sturt University, Australia (tparnell@csu.edu.au)
Judith Crockett, Charles Sturt University, Australia (jcrockett@csu.edu.au)
Wendy Rose Davison, Charles Sturt University, Australia (wdavison@csu.edu.au)

288 – Supporting children’s recovery from bushfires View Presentation

285 – Working together to develop the Early Childhood Hearing and talking Observations (ECHO) checklist with and for early childhood educators

Isabel O’Keeffe, National Acoustic Laboratories, Australia (isabel.okeeffe@nal.gov.au)
Sanna Hou, National Acoustic Laboratories, Australia (sanna.hou@nal.gov.au)
Michelle Saetre-Turner, Dyslexia-SPELD Foundation (michellesaetre-turner@dsf.net.au)
Carmen Kung, National Acoustic Laboratories, Australia (carmen.kung@nal.gov.au)

285 – Working together to develop the Early Childhood Hearing and talking Observations (ECHO) checklist with and for early childhood educators View Presentation

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