Quality of language intervention provided to primary-grade students with language impairment

American Speech-Language-Hearing Association, 2010 American Speech-Language-Hearing Association, 2012 American Speech-Language-Hearing Association, 2005 Ainsworth, 1978 Bandura, 1997 Blair, 2007, Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten, Child Development, 78, 647, 10.1111/j.1467-8624.2007.01019.x Blood, 2002, Predicting job satisfaction among speech-language pathologists working in public schools, Language Speech and Hearing Services in Schools, 33, 282, 10.1044/0161-1461(2002/023) Botting, 2000, Social and behavioral difficulties in children with language impairment, Child Language Teaching and Therapy, 16, 105, 10.1177/026565900001600201 Bowers, 2011, The Relations between teacher input and lexical growth of preschoolers, Applied Psycholinguistics, 32, 221, 10.1017/S0142716410000354 Brandel, 2011, Program intensity and service delivery models in the schools: SLP survey results, Language, Speech, and Hearing Services in Schools, 42, 461, 10.1044/0161-1461(2011/10-0019 Bransford, 1999, Chapter 3: Rethinking transfer: A simple proposal, with multiple implications, Review of Research in Education, 24, 61, 10.3102/0091732X024001061 Bronfenbrenner, 1969, The ecology of developmental processes, Vol. 4, 999 Bowlby, 1969 Bureau of Labor Statistics, 2012 Burchinal, 2010, Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs, Early Childhood Research Quarterly, 25, 166, 10.1016/j.ecresq.2009.10.004 Cabell, 2010, Emergent literacy profiles of preschool-age children with specific language impairment, International Journal of Speech-Language Pathology, 12, 472, 10.3109/17549507.2011.492874 Cameron, 2008, Touch your toes! Developing a direct measure of behavioral regulation in early childhood, Early Childhood Research Quarterly, 23, 141, 10.1016/j.ecresq.2007.01.004 Catts, 2008, Reading achievement growth in children with language impairments, Journal of Speech, Language, and Hearing Research – JSLHR, 51, 1569, 10.1044/1092-4388(2008/07-0259) Catts, 2002, A longitudinal investigation of reading outcomes in children with language impairments, Journal of Speech, Language, and Hearing Research, 45, 1142, 10.1044/1092-4388(2002/093) Connell, 1991, Competence, autonomy, and relatedness: A motivational analysis of self-system processes, Vol. 23, 43 Christ, 2012, Supporting preschoolers’ vocabulary learning: Using a decision-making model to select appropriate words and methods, Young Children, 67, 74 Choudhry, 2005, Systematic review: The relationship between clinical experience and quality of health care, Annals of Internal Medicine, 142, 260, 10.7326/0003-4819-142-4-200502150-00008 Conti-Ramsden, 2009, Specific language impairment and school outcomes. I: Identifying and explaining variability at the end of compulsory education, International Journal of Language and Communication Disorders, 44, 15, 10.1080/13682820801921601 Curby, 2011, Within-day variability in the quality of classroom interactions during third and fifth grade: Implications for children's experiences and conducting classroom observations, Elementary School Journal, 112, 16, 10.1086/660682 Durkin, 2010, Young people with specific language impairment: A review of social and emotional functioning in adolescence, Child Language Teaching and Therapy, 26, 105, 10.1177/0265659010368750 Downer, 2010, Teacher–child interactions in the classroom: Toward a theory of within and cross-domain links to children's developmental outcomes, Early Education & Development, 21, 699, 10.1080/10409289.2010.497453 Ebert, 2010, Common factors in speech-language treatment: An study of effective clinicians, Journal of Communication Disorders, 43, 133, 10.1016/j.jcomdis.2009.12.002 Emmer, 2001, Classroom management: A critical part ofeducational psychology, with implications for teacher education, Educational Psychologist, 36, 103, 10.1207/S15326985EP3602_5 Fey, 1993, Two approaches to the facilitation of grammar in children with language impairment, Journal of Speech, Language, and Hearing Research, 36, 141, 10.1044/jshr.3601.141 Fey, 2010, A preliminary evaluation of fast forword-language as an adjuvant treatment in language intervention, Journal of Speech, Language, and Hearing Research, 53, 430, 10.1044/1092-4388(2009/08-0225) Fey, 2003, Ten principles of grammar facilitation for children with specific language impairments, American Journal of Speech-Language Pathology/American Speech-Language-Hearing Association, 12, 3, 10.1044/1058-0360(2003/048) Guo, 2010, Relations among preschool teachers’ self-efficacy, classroom quality, and children's language and literacy gains, Teaching and Teacher Education, 26, 1094, 10.1016/j.tate.2009.11.005 Girolametto, 2006, Facilitating language skills: Inservice education for early childhood educators and preschool teachers, Infants & Young Children, 19, 1, 10.1097/00001163-200601000-00005 Girolametto, 2012, Efficacy of a professional development program for facilitating preschoolers’ emergent literacy skills in early childhood settings, American Journal of Speech-Language Pathology, 21, 47, 10.1044/1058-0360(2011/11-0002) Hamre, 2005, Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?, Child Development, 76, 949, 10.1111/j.1467-8624.2005.00889.x Hamre, 2007, Learning opportunities in preschool and early elementary classrooms Haley, 1994, Social valance in children with specific language impairment during imitation-based and conversation-based language intervention, Journal of Speech, Language, and Hearing Research, 37, 378, 10.1044/jshr.3702.378 Howes, 2008, Ready to learn? Children's pre-academic achievement in pre-kindergarten classrooms, Early Childhood Research Quarterly, 23, 27, 10.1016/j.ecresq.2007.05.002 Justice, 2008, Quality of language and literacy instruction in preschool classrooms serving at-risk pupils, Early Childhood Research Quarterly, 23, 51, 10.1016/j.ecresq.2007.09.004 Justice, 2003, Promising interventions for promoting emergent literacy skills: Three evidence-based approaches, Topics in Early Childhood Special Education, 23, 99, 10.1177/02711214030230030101 Katz, 2010, What makes a caseload (un)manageable? School-based speech-language pathologists speak, Language Speech and Hearing Services in Schools, 41, 139, 10.1044/0161-1461(2009/08-0090) Kim, 2006, Therapist effects in psychotherapy: A random-effects modeling of the National Institute of Mental Health Treatment of Depression Collaborative Research Program data, Psychotherapy Research, 16, 161, 10.1080/10503300500264911 La Paro, 2009, Quality in kindergarten classrooms: Observational evidence for the need to increase children's learning opportunities in early education classrooms, Early Education & Development, 20, 657, 10.1080/10409280802541965 La Paro, 2004, The classroom assessment scoring system, Elementary School Journal, 104, 409, 10.1086/499760 Leonard, 2004, Tense and agreement in the speech of children with specific language impairment: Patterns of generalization through intervention, Journal of Speech, Language, and Hearing Research, 47, 1363, 10.1044/1092-4388(2004/102) McCardle, 2001, Predicting, explaining, and preventing children's reading difficulties, Learning Disabilities: Research & Practice, 16, 230 McClelland, 2000, Children at risk for early academic problems: The role of learning-related social skills, Early Childhood Research Quarterly, 15, 307, 10.1016/S0885-2006(00)00069-7 McClelland, 2006, The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school, Early Childhood Research Quarterly, 21, 471, 10.1016/j.ecresq.2006.09.003 Mashburn, 2008, Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills, Child Development, 79, 732, 10.1111/j.1467-8624.2008.01154.x McGinty, 2009, Predictors of print knowledge in children with SLI: Experiential and developmental factors, Journal of Speech, Language, and Hearing Research, 52, 81, 10.1044/1092-4388(2008/07-0279) Mohr, 2011, Job satisfaction of primary care team members and quality of care, American Journal of Medical Quality, 26, 18, 10.1177/1062860610373378 National Institute of Child Health and Human Development Early Child Care Research Network, 2002, Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care, American Educational Research Journal, 39, 133, 10.3102/00028312039001133 National Institute of Child Health and Human Development Early Child Care Research Network, 2002, The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors, Elementary School Journal, 102, 367, 10.1086/499709 National Institute of Child Health and Human Development Early Child Care Research Network, 2004 Nye, 2004, How large are teacher effects?, Educational Evaluation and Policy Analysis, 26, 237, 10.3102/01623737026003237 Pakarinen, 2013, Instructional support predicts children's task avoidance in kindergarten, Early Childhood Research Quarterly, 26, 376, 10.1016/j.ecresq.2010.11.003 Paris, 2001, Classroom applications of research on self-regulated learning, Educational Psychologist, 36, 89, 10.1207/S15326985EP3602_4 Petersen, 2010, The effects of literate narrative intervention on children with neurologically based language impairments: An early stage study, Journal of Speech, Language, and Hearing Research, 53, 961, 10.1044/1092-4388(2009/09-0001) Pianta, 2007, Opportunities to learn in America's elementary classrooms, Science, 315, 1795, 10.1126/science.1139719 Pianta, 2008, Classroom effects on children's achievement trajectories in elementary school, American Educational Research Journal, 45, 365, 10.3102/0002831207308230 Pianta, 2009, Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity, Educational Researcher, 38, 109, 10.3102/0013189X09332374 Pianta, 2005, Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child–teacher interactions?, Applied Developmental Science, 9, 144, 10.1207/s1532480xads0903_2 Pianta, 2008 Podsakoff, 2003, Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 879, 10.1037/0021-9010.88.5.879 Ponitz, 2009, Kindergarten classroom quality, behavioral engagement, and reading achievement, School Psychology Review, 38, 102, 10.1080/02796015.2009.12087852 Ratner, 2006, Evidence-based practice: An examination of its ramifications for the practice of speech-language pathology, Language, Speech, and Hearing Services in Schools, 37, 257, 10.1044/0161-1461(2006/029) Raver, 2004, Placing emotional self-regulation in sociocultural and socioeconomic contexts, Child Development, 75, 346, 10.1111/j.1467-8624.2004.00676.x Rogoff, 1990 Ryan, 2000, Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, 55, 68, 10.1037/0003-066X.55.1.68 Semel, 2003 Skibbe, 2004, Parental scaffolding of children's phonological awareness skills: Interactions between mothers and their preschoolers with language difficulties, Communication Disorders Quarterly, 25, 189, 10.1177/15257401040250040401 Stuhlman, 2009, Profiles of educational quality in first grade, Elementary School Journal, 109, 323, 10.1086/593936 Sundheim, 2004, Psychiatric implications of language disorders and learning disabilities: Risks and management, Journal of Child Neurology, 19, 814, 10.1177/08830738040190101001 Swanson, 2005, Use of narrative-based language intervention with children who have specific language impairment, American Journal of Speech-Language Pathology, 14, 131, 10.1044/1058-0360(2005/014) U.S. Department of Education, National Center for Education Statistics, 1993 Vygotsky, 1978 Vallance, 1998, Mediators of the risk for problem behavior in children with language learning disabilities, Journal of Learning Disabilities, 31, 160, 10.1177/002221949803100206 Wampold, 2005, A broader perspective: Counseling psychology's emphasis on evidence, Journal of Contemporary Psychotherapy, 35, 27, 10.1007/s10879-005-0801-9 Wolfe, 2010, Simplified and expanded input in a focused stimulation program for a child with expressive language delay (ELD), Child Language Teaching and Therapy, 26, 335, 10.1177/0265659010369286 Wolter, 2013, Morphological awareness intervention in school-age children with language and literacy deficits: A case study, Topics in Language Disorders, 33, 27, 10.1097/TLD.0b013e318280f5aa Yoder, 2012, Studying the impact of intensity is important but complicated, International Journal of Speech-Language Pathology, 14, 410, 10.3109/17549507.2012.685890 Yoon, 2002, Teacher characteristics as predictors of teacher–student relationships: Stress, negative affect, and self-efficacy, Social Behavior and Personality, 30, 485, 10.2224/sbp.2002.30.5.485