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See the following news of the Department of Communication Disorders, Special Education, and Disability Services.

Brady Presents on Adult English-Language Learners at American Speech-Language-Hearing Association Annual Conference

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Jill Brady, assistant professor in the the Department of Special Education and Clinical Services, gave a presentation at the annual conference of the American Speech-Language-Hearing Association in San Diego, Calif., in November 2011.

In her presentation, “Addressing Syntax in Adult ELL Clients: A Syntactic Priming Approach,” Brady described her pilot study on the use of syntactic priming to elicit certain grammatical structures in adults who are native speakers of Japanese or Mandarin Chinese.

The study continues Brady's line of cross-linguistic research on possible learning mechanisms for adults who are English language learners.

The ASHA conference is the premier annual professional education event for speech-language pathologists; audiologists; and speech, language, and hearing scientists, drawing over 12,000 professionals and presenting the latest evidence-based research in the field.

Price Presents on Information Book Reading in Preschool Classrooms

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Lisa Hammett Price, associate professor of Speech-Language Pathology in the Department of Special Education and Clinical Services, gave two presentations in December 2011 at the Literacy Research Association annual conference in Jacksonville, Fla.

Both presentations were co-authored with Barbara Bradley, associate professor in curriculum and teaching at the University of Kansas.

The talks were entitled “Engaging Pre-Kindergarten Children in Repeated Readings of Thematically Related Books” and “Pre-Kindergarten Teachers’ Preferences when Choosing Information Books.”

The first was the result of a qualitative investigation of two excellent preschool teachers to analyze how they integrated three books into a thematic unit on frogs. The books included one information book, one storybook, and one hybrid book that mixed information and story features.

The second talk included results from thirty-two teachers who completed a survey about their preferences regarding two themed sets of information books. Price and Bradley analyzed teachers’ preferences to reveal the types of information books they believed were most appropriate for read-alouds in the classroom.

The results of these two studies will help preschool directors choose books that teachers are more likely to read, help them integrate them into the curriculum, and inform teacher professional development that can support teachers to integrate information books into their classrooms.

  • Communication Disorders, Special Education, and Disability Services Department
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