Correction: Global TALES feasibility study: Personal narratives in 10-year-old children around the world.

[This corrects the article DOI: 10.1371/journal.pone.

Global TALES feasibility study: Personal narratives in 10-year-old children around the world.

Personal narratives make up more than half of children's conversations. The ability to share personal narratives helps build and maintain friendships, promotes physical and emotional wellbeing, supports classroom participation, and underpins academic success and vocational outcomes. Although personal narratives are a universal discourse genre, cross-cultural and cross-linguistic research into children's ability to share personal narratives is in its infancy.

Lockdown Experiences of 10-13 Year Olds in New Zealand.

The implementation of lockdowns that include the closure of educational facilities for face to face teaching has been one of the strategies used internationally to contain the spread of the COVID-19 virus. Research suggests lockdowns are associated with negative impacts on children's psycho-social functioning, Most research, however, has been conducted in countries where extended lockdown periods have been in place and has primarily used parent/child survey to gain insight into lockdown effects. The current study was conducted in the context of New Zealand's initial 7-week national lockdown which allowed examination of the impact of a relatively short lockdown period.

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss.

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent-child eye contact, and (c) parent-child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother-baby dyads participated in a multiple baseline single-case experimental design across behaviors.

Promoting language and social communication development in babies through an early storybook reading intervention.

Purpose: This study examined the effectiveness of low- and high-intensity early storybook reading (ESR) intervention workshops delivered to parents for promoting their babies language and social communication development. These workshops educated parents on how to provide a stimulating home reading environment and engage in parent-child interactions during ESR.

Method: Parent-child dyads (n = 32); child age: 3-12 months, were assigned into two intervention conditions: low and high intensity (LI versus HI) groups.

A Comparison of the Metalinguistic Performance and Spelling Development of Children With Inconsistent Speech Sound Disorder and Their Age-Matched and Reading-Matched Peers.

Purpose: This study explored the specific nature of a spelling impairment in children with speech sound disorder (SSD) in relation to metalinguistic predictors of spelling development.

Method: The metalinguistic (phoneme, morphological, and orthographic awareness) and spelling development of 28 children ages 6-8 years with a history of inconsistent SSD were compared to those of their age-matched (n = 28) and reading-matched (n = 28) peers. Analysis of the literacy outcomes of children within the cohort with persistent (n = 18) versus resolved (n = 10) SSD was also conducted.

Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

Background: Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives.

Classroom phonological awareness instruction and literacy outcomes in the first year of school.

Purpose: Despite strong investment in raising literacy achievement for all children, significant inequalities in literacy outcomes continue to exist among some of the world's most advanced economies. This study investigated the influence of a short, intensive period of phonological awareness (PA) instruction implemented by classroom teachers on raising the literacy achievement of children with and without spoken language impairment (SLI).

Method: A quasi-experimental design was employed to measure the PA, reading, and spelling development of one hundred twenty-nine 5-year-olds.

Evaluating the clinical utility of the Profile of Oral Narrative Ability for 4-year-old children.

This study investigated if the story retelling and comprehension task Ana Gets Lost, that is frequently used with school-aged children, has clinical utility with a preschool population. The study also assessed the task's concurrent and predictive validity with norm-referenced tests of language performance. A total of 92 typically-developing 4-year-old children participated.

Effects of phonological awareness and semantic intervention on word-learning in children with SLI.

This study examined the effects of phonological awareness and semantic intervention on word-learning abilities in children with Specific Language Impairment (SLI) and whether treatment order influenced outcomes. An alternating treatment design was implemented to evaluate whether phonological awareness, semantic awareness, or a combination of both interventions positively influenced children's word-learning ability and whether the order of the treatments influenced outcomes. Nineteen children with SLI, aged between 6;3 and 8;2 years, and 19 age-matched children with typical language development participated in this study.

A longitudinal case study of the effects of an integrated phonological awareness program for identical twin boys with childhood apraxia of speech (CAS).

This study is an examination of the longitudinal effects of an integrated phonological awareness approach for identical twin boys with childhood apraxia of speech (CAS). Genetic and environmental factors in the boys' responses to the intervention were also examined. Theo and Jamie (aged 4;5) each participated in 18 hours of intervention prior to school entry and were re-assessed at age 4;9, 5;3, and 5;9 respectively.

Profiling oral narrative ability in young school-aged children.

This study aimed to determine if oral narrative comprehension and production measures derived in a fictional story retelling task could be used to create a profile of strengths and weaknesses in oral narrative ability (Profile of Oral Narrative Ability: PONA) in young school-aged children. The story retelling task was field-tested with 169 typically developing children, aged between 5;0 and 7;6 years. Children listened twice to an unfamiliar story while looking at the pictures in a book.

Oral narrative context effects on poor readers' spoken language performance: story retelling, story generation, and personal narratives.

This investigation explored the effects of oral narrative elicitation context on children's spoken language performance. Oral narratives were produced by a group of 11 children with reading disability (aged between 7;11 and 9;3) and an age-matched control group of 11 children with typical reading skills in three different contexts: story retelling, story generation, and personal narratives. In the story retelling condition, the children listened to a story on tape while looking at the pictures in a book, before being asked to retell the story without the pictures.

Integrated morphological awareness intervention as a tool for improving literacy.

Purpose: This study evaluated the effects of an intervention program aimed to improve reading and spelling ability through instruction in morphological awareness together with other forms of linguistic awareness, including knowledge of phonology, orthography, syntax, and semantics.

Method: Sixteen children aged between 8;07 (years;months) and 11;01 who demonstrated specific spelling difficulties were randomly assigned to either an experimental or a control group. Participants received an average of 19.

A longitudinal investigation of oral narrative skills in children with mixed reading disability.

This 2-year longitudinal study investigated oral narrative ability in 14 children with mixed reading disability and their age-matched peers with typical development. The children were aged between 6;4 and 7;8 at the commencement of the study and assessments were administered individually to the children on three occasions over a 2-year period. Oral narratives were elicited in a personal narrative context (i.

Longitudinal effects of phonological awareness intervention on morphological awareness in children with speech impairment.

Purpose: This study examined reading performance and morphological awareness development in 2 groups of children with speech impairment who had received differing types of intervention during their preschool years.

Method: The children were aged between 7;6 and 9;5 (years;months) at the time of the study. Group 1 (n = 8) had received preschool intervention to facilitate phonological awareness and letter knowledge in addition to improving speech production.

Development of phonological representations and phonological awareness in children with speech impairment.

Background: Children with speech impairment are more likely to have difficulty learning to read compared with children with typical speech development. Researchers have hypothesized that a difficulty in accessing good-quality phonological representations of words stored in the memory may constrain these children's performance on phonological awareness tasks and subsequent early reading acquisition.

Aims: The study investigated the following research questions.

Childhood apraxia of speech: children at risk for persistent reading and spelling disorder.

This article discusses written language development in children with childhood apraxia of speech (CAS). Children with CAS are at risk for persistent reading and spelling disorder in addition to their spoken communication difficulties. The article highlights four factors that increase the risk of written language disorder in this population: (1) the nature of the speech disorder, (2) the presence of phonological awareness difficulties, (3) genetic risk factors, and (4) the negative impact of early reading difficulty on later written language development.

Phonological awareness intervention for children with childhood apraxia of speech.

Aims: To investigate the effectiveness of an integrated phonological awareness intervention to improve the speech production, phonological awareness and printed word decoding skills for three children with childhood apraxia of speech (CAS) aged 7;3, 6;3 and 6;10. The three children presented with severely delayed phonological awareness skills before intervention.

Methods & Procedures: In consideration for the heterogeneity in the population with CAS, the study employed a multiple single-subject design with repeated measures.

Working memory and proverb comprehension in adolescents with traumatic brain injury: a preliminary investigation.

Primary Objective: This study investigated the relationship between working memory and comprehension of low-familiarity proverbs in adolescents with traumatic brain injury (TBI).

Methods And Procedures: Ten adolescents, aged 12-21 years who had suffered a TBI prior to the age of 10 years and 10 individually age-matched peers with typical development participated in the study. The participants listened to short paragraphs containing a proverb and interpreted the meaning of the proverb using a forced-choice task.

Assessment of phonological representations in children with speech impairment.

Purpose: This study explored the use of assessment tasks to examine underlying phonological representations in preschool children with speech impairment. The study also investigated the association between performance on phonological representation tasks and phonological awareness development.

Method: The performance of 9 children (aged 3;09 [years; months] to 5;03) with moderate or severe speech impairment and 17 children of the same age with typical speech development was investigated on a range of novel receptive-based assessment tasks designed to tap underlying phonological representations.

Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment.

The efficacy of phonological awareness intervention for children at risk for reading disorder has received increasing attention in the literature. This paper reports the follow-up data for participants in the Gillon (2000a) intervention study. The performance of twenty, 5-7-year-old New Zealand children with spoken language impairment, who received phonological awareness intervention, was compared with the progress made by 20 children from a control group and 20 children with typical language development approximately 11 months post-intervention.

The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment.

Purpose: This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.