Foreword

Topics in Language Disorders

Volumn 29, Issue 4, 2009, Pages 291-293

  Ukrainetz, Teresa A ^a  

^a UNIVERSITY OF WYOMING   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 73449085870     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/TLD.0b013e3181c97821     Document Type: Review

References (12)

1. Baumann, J. F. (2009). Intensity in vocabulary instruction and effects on reading comprehension. Topics in Language Disorders, 29(4), 312-328.
2. Breit-Smith, A., Justice, L. M., McGinty, A., & Kaderavek, J. (2009). How often and how much? Intensity of print referencing intervention. Topics in Language Disorders, 29(4), 360-369.
3. Gillam, R. B. (1999). Computer-assisted language intervention using Fast ForWord. Language, Speech, and Hearing Services in Schools, 30, 363-370.
4. Gillam, R. B., Loeb, D. F., & Friel-Patti, S. (2001). Looking back: A summary of five exploratory studies of Fast ForWord. American Journal of Speech-Language Pathology, 10, 269-273.
5. Hoffman, L. M. (2009). Narrative language intervention intensity and dosage: Telling the whole story. Topics in Language Disorders, 29(4), 329-343.
6. Proctor-William, K. (2009). Dosage and Distribution in Morphosyntax Intervention: Current Evidence and Future Needs. Topics in Language Disorders, 29(4), 294-311.
7. Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
8. Ukrainetz, T. A. (2006). Assessment and intervention within a contextualized skill framework. In T. A. Ukrainetz (Ed.), Contextualized language intervention: Scaffolding preK-12 literacy achievement (pp. 7-58). Austin, TX: Pro-Ed.
9. Ukrainetz, T. A. (2009). Phonemic awareness: How much is enough within a changing picture of reading instruction? Topics in Language Disorders, 29(4), 344-359.
10. Ukrainetz, T. A., Proctor-Williams, K., Baumann, J. F., Allen, M. M., Hoffman, L. M., & Justice, L. M. (2008, November). How much is enough? The intensity evidence in language intervention. Panel presentation at the ASHA Annual Convention, Chicago, IL.
11. Ukrainetz, T. A., Ross, C. L., & Harm, H. M. (2009). An investigation of treatment scheduling for phonemic awareness with kindergartners at risk for reading difficulties. Language, Speech, and Hearing Services in Schools, 40, 86-100.
12. Warren, S. F., Fey, M. E., & Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13, 70-77.