All Stories

  1. Eligibility Determinations for Speech and Language Services in U.S. Public Schools: Experiences and Tensions
  2. Multilingual Speech Acquisition by Vietnamese-English–Speaking Children and Adult Family Members
  3. Australia's Speech-Language Pathology Profession and Its Global Impact
  4. SuperSpeech: Multilingual Speech and Language Maintenance Intervention for Vietnamese–Australian Children and Families via Telepractice
  5. Drawing Talking: Listening to Children With Speech Sound Disorders
  6. Predicting Which Children Will Normalize Without Intervention for Speech Sound Disorders
  7. Using the Culturally Responsive Teamwork Framework to make your work more diverse
  8. Profiles of Linguistic Multicompetence in Vietnamese–English Speakers
  9. Icelandic Children's Acquisition of Consonants and Consonant Clusters
  10. Supporting Children With Speech Sound Disorders During COVID-19 Restrictions: Technological Solutions
  11. When do children learn to say consonant sounds in American English
  12. Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth
  13. Vietnamese-Speaking Children's Acquisition of Consonants, Semivowels, Vowels, and Tones in Northern Viet Nam
  14. Intelligibility Enhancement Assessment and Intervention: a single-case experimental design with two multilingual university students
  15. Aspirations for a website to support families’ active waiting for speech-language pathology
  16. How can we measure how clear a person's use of a signed language is
  17. Exploring multilingual speakers’ perspectives on their intelligibility in English
  18. Screening Children's Speech: The Impact of Imitated Elicitation and Word Position
  19. When do children learn to say consonant sounds in different languages?
  20. English language and literacy proficiency of students in an urban Fiji primary school
  21. Realisation of grammatical morphemes by children with phonological impairment
  22. Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy
  23. Communication rights: Fundamental human rights for all
  24. The importance of teacher–child relationships for children with speech and language difficulties
  25. Speech Assessment for Multilingual Children
  26. Using the Intelligibility in Context Scale with children who speak Jamaican Creole
  27. Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders
  28. Can a computer intervention help children with speech sound disorders
  29. Communication Disability in Fiji: Community Cultural Beliefs and Attitudes
  30. Preschool children’s communication, motor and social development: Parents’ and educators’ concerns
  31. Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders
  32. Validation and norming of the Intelligibility in Context Scale in Northern Viet Nam
  33. Implementation fidelity of a computer-assisted intervention for children with speech sound disorders
  34. The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia
  35. Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers
  36. Validation of the Intelligibility in Context Scale for school students in Fiji
  37. Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties
  38. Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report
  39. Fiji School Students’ Multilingual Language Choices When Talking with Friends
  40. Linguistic multi-competence of Fiji school students and their conversational partners
  41. The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses
  42. Cross-cultural adaptation of the Intelligibility in Context Scale for South Africa
  43. Professionals’ Guidance About Spoken Language Multilingualism and Spoken Language Choice for Children With Hearing Loss
  44. Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity
  45. A contrastive analysis of the phonologies of two Fiji English dialects: A diagnostic guide for speech–language pathologists
  46. Cultural and linguistic diversity in speech-language pathology
  47. Consonants, vowels and tones across Vietnamese dialects
  48. Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school
  49. Supporting culturally and linguistically diverse children with speech, language and communication needs: Overarching principles, individual approaches
  50. Becoming Bilingual: Children’s Insights About Making Friends in Bilingual Settings
  51. Validation of the Intelligibility in Context Scale in English
  52. Outcomes and predictors in preschoolers with speech-language and/or developmental mobility impairments
  53. Phonetic variations and sound changes in Hong Kong Cantonese: Diachronic review, synchronic study and implications for speech sound assessment
  54. Indigenous Language Learning and Maintenance Among Young Australian Aboriginal and Torres Strait Islander Children
  55. Attitudes Toward the Capabilities of Deaf and Hard of Hearing Adults: Insights From the Parents of Deaf and Hard of Hearing Children
  56. A Review of 30 Speech Assessments in 19 Languages Other Than English
  57. Parents' decisions about speech, sign and multilingualism for their children with hearing loss
  58. Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders
  59. Reconceptualizing practice with multilingual children with speech sound disorders: people, practicalities and policy
  60. Resourcing speech-language pathologists to work with multilingual children
  61. Linguistic diversity among Australian children in the first 5 years of life
  62. Undertaking and writing research that is important, targeted, and the best you can do
  63. Validation of the Intelligibility in Context Scale as a screening tool for preschoolers in Hong Kong
  64. A geographical analysis of speech-language pathology services to support multilingual children
  65. Identifying phonological awareness difficulties in preschool children with speech sound disorders
  66. What Infants Talk About: Comparing Parents’ and Educators’ Insights
  67. Celebrating young Indigenous Australian children's speech and language competence
  68. Language maintenance and loss in a population study of young Australian children
  69. Parent decision making about how their child with hearing loss will communicate
  70. Applying the World Report on Disability to children’s communication
  71. Speech Sound Disorders in a Community Study of Preschool Children
  72. Factors That Enhance English-Speaking Speech-Language Pathologists' Transcription of Cantonese-Speaking Children's Consonants
  73. International aspirations for speech-language pathologists’ practice with multilingual children with speech sound disorders: Development of a position paper
  74. The impact of extrinsic demographic factors on Cantonese speech acquisition
  75. Designs and decisions: The creation of informal measures for assessing speech production in children
  76. A systematic review of cross-linguistic and multilingual speech and language outcomes for children with hearing loss
  77. A Population Study of Children’s Acquisition of Hong Kong Cantonese Consonants, Vowels, and Tones
  78. “When he's around his brothers … he's not so quiet”: The private and public worlds of school-aged children with speech sound disorder
  79. Speech characteristics of 8-year-old children: Findings from a prospective population study
  80. The influence of bilingualism on speech production: A systematic review
  81. Speech-language pathologists’ assessment and intervention practices with multilingual children
  82. The Intelligibility in Context Scale: Validity and Reliability of a Subjective Rating Measure
  83. Intelligibility in Context Scale
  84. Multilingual speech and language development and disorders
  85. Speech–language pathologists’ knowledge of tongue/palate contact for consonants
  86. A Nationally Representative Study of the Association Between Communication Impairment at 4–5 Years and Children’s Life Activities at 7–9 Years
  87. Effect of dialect on identification and severity of speech impairment in Indigenous Australian children
  88. Expectations and experiences of accessing and participating in services for childhood speech impairment
  89. Evidence-Based Practice for Children With Speech Sound Disorders: Part 1 Narrative Review
  90. Evidence-Based Practice for Children With Speech Sound Disorders: Part 2 Application to Clinical Practice
  91. My Speech Problem, Your Listening Problem, and My Frustration: The Experience of Living With Childhood Speech Impairment
  92. The impact of speech impairment in early childhood: Investigating parents’ and speech-language pathologists’ perspectives using the ICF-CY
  93. Support required for primary and secondary students with communication disorders and/or other learning needs
  94. Risk and Protective Factors Associated With Speech and Language Impairment in a Nationally Representative Sample of 4- to 5-Year-Old Children
  95. The (In)visibility of Children with Communication Impairment in Australian Health, Education, and Disability Legislation and Policies
  96. Acquisition of /s/ clusters in English-speaking children with phonological disorders
  97. They never see how hard it is to be me: Siblings' observations of strangers, peers and family
  98. Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood
  99. A systematic review of the association between childhood speech impairment and participation across the lifespan
  100. School-Aged Children’s Production of /s/ and /r/ Consonant Clusters
  101. Patterns of consonant deletion in typically developing children aged 3 to 7 years
  102. Written Language Intervention Approaches: A Brief Review
  103. Protocol for Restricting Head Movement When Recording Ultrasound Images of Speech
  104. The contribution of polysyllabic words in clinical decision making about children's speech
  105. Siblings of Children With Speech Impairment: Cavalry on the Hill
  106. Editorial
  107. Variability in the Production of Words Containing Consonant Clusters by Typical 2- and 3-Year-Old Children
  108. Parental involvement in speech intervention: A national survey
  109. The ICF-CY and children with communication disabilities
  110. Application of the ICF and ICF-Children and Youth in Children with Speech Impairment
  111. A Comparison of Features of Speech Across 24 Languages
  112. The Prevalence of Stuttering, Voice, and Speech-Sound Disorders in Primary School Students in Australia
  113. Prevalence of communication disorders compared with other learning needs in 14 500 primary and secondary school students
  114. Adaptation to an Electropalatograph Palate: Acoustic, Impressionistic, and Perceptual Data
  115. Tongue/palate contact for the production of /s/ and /z/
  116. Australian adults' production of /n/: An EPG investigation
  117. Perspectives on a child with unintelligible speech
  118. An holistic view of a child with unintelligible speech: Insights from the ICF and ICF-CY
  119. Typically developing and speech‐impaired children's adherence to the sonority hypothesis
  120. Online technology in rural health: Supporting students to overcome the tyranny of distance
  121. Advancing into 2005
  122. The ICF: a framework for setting goals for children with speech impairment
  123. Evidence-based management of phonological impairment in children
  124. Speech timing in children after the Lidcombe Program of early stuttering intervention
  125. Consonant Cluster Development in Two-Year-Olds
  126. Psycholinguistic Models of Speech Development and Their Application to Clinical Practice
  127. Normal Acquisition of Consonant Clusters
  128. Features of developmental dyspraxia in the general speech-impaired population?
  129. A Longitudinal Investigation of Reported Learning Styles of Speech Pathology Students
  130. Use of spectrographic analyses to evaluate the efficacy of phonological intervention
  131. The Effect of Sampling Condition on Children’s Productions of Consonant Clusters
  132. Using a Facilitating Phonetic Context to Reduce an Unusual Form of Gliding
  133. Empowering language-impaired children through Logo
  134. Speech Sounds, Articulation of