http://zotero.org/users/2368221/collections/TT7F63J8/items/top

2025-01-02T18:25:34Z

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/KKMJLYAZ
2025-01-02T18:25:34Z
2025-01-02T18:25:34Z

KKMJLYAZ
2496
journalArticle
Hoff et al.
2012-01
1

Item Type	Journal Article
Author	Erika Hoff
Author	Cynthia Core
Author	Silvia Place
Author	Rosario Rumiche
Author	Melissa Señor
Author	Marisol Parra
URL	http://www-cambridge-org/core/journals/journal-of-child-language/article/dual-language-exposure-and-early-bilingual-development/57E4277E1737E70CC78775F0DB5D192D
Volume	39
Issue	1
Pages	1-27
Publication	Journal of Child Language
ISSN	1469-7602, 0305-0009
Date	2012/01
DOI	10.1017/S0305000910000759
Accessed	2025-01-02 18:25:34
Library Catalog	Cambridge University Press
Language	en
Abstract	The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in single language comparisons, but they were comparable on a measure of total vocabulary. Within the bilingually developing sample, all measures of vocabulary and grammar were related to the relative amount of input in that language. Implications for theories of language acquisition and for understanding bilingual development are discussed.

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/AHWTQWM9
2025-01-02T18:18:44Z
2025-01-02T18:18:44Z

AHWTQWM9
2493
videoRecording
National Institutes of Health (NIH)
2018-11-21
0

Item Type	Video Recording
Director	National Institutes of Health (NIH)
URL	https://www.youtube.com/watch?v=eQEaiZ2j9oc
Date	2018-11-21
Accessed	2025-01-02 18:18:44
Library Catalog	YouTube
Abstract	Learn how sounds make their way from the source to your brain. To learn more about how we hear, visit the National Institute on Deafness and Other Communication Disorders at https://www.nidcd.nih.gov. A Spanish language version of this video is available at    • El viaje del sonido al cerebro  .

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/L56MQ7PM
2025-01-02T18:18:12Z
2025-01-02T18:18:12Z

L56MQ7PM
2491
webpage
2022-03-16
1

Item Type	Web Page
URL	https://www.nidcd.nih.gov/health/how-do-we-hear
Date	2022-03-16
Accessed	2025-01-02 18:18:12
Language	en
Abstract	Hearing depends on a series of complex steps that change sound waves in the air into electrical signals. Our auditory nerve then carries these signals to the brain. Also available: Journey of Sound to the Brain, an animated video.
Short Title	How Do We Hear?

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/HA3ZNV3C
2025-01-02T18:17:50Z
2025-01-02T18:17:50Z

HA3ZNV3C
2491
webpage
2022-05-09
1

Item Type	Web Page
URL	https://www.nidcd.nih.gov/news/multimedia/journey-of-sound-video
Date	2022-05-09
Accessed	2025-01-02 18:17:50
Language	en
Abstract	Learn how sounds make their way from the source to your brain.

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/VW5LEKQC
2025-01-02T18:07:29Z
2025-01-02T18:09:14Z

VW5LEKQC
2490
bookSection
Sell et al.
2021
2

Item Type	Book Section
Author	Debbie Sell
Author	Valerie Pereira
Author	Yvonne Wren
Author	Jane Russell
URL	https://onlinelibrary-wiley-com.brooklyn.ezproxy.cuny.edu/doi/epdf/10.1002/9781119606987.ch21
Rights	© 2021 John Wiley & Sons Ltd.
Publisher	John Wiley & Sons, Ltd
Pages	468-494
ISBN	978-1-119-60698-7
Date	2021
Extra	Section: 21 _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119606987.ch21 DOI: 10.1002/9781119606987.ch21
Accessed	2025-01-02 18:07:29
Library Catalog	Wiley Online Library
Language	en
Abstract	This chapter describes the impact on speech and language development of being born with a cleft-related condition when surgery to repair the cleft is performed in a timely manner. Intervention for children born with cleft palate may be needed to target a number of speech, language, and communication needs, often similar to children not born with clefts. There is increasing interest and global evidence on academic achievement in children with cleft lip and/or palate, which may relate to the issues with language development. Unlike developmental speech disorders, “cleft speech” is associated with changes in structure which can result in problems with resonance (hyper/hyponasality), nasal airflow, articulation errors known as cleft speech characteristics, and voice. Velopharyngeal insufficiency can also occur in the absence of a cleft, when it is referred to as non-cleft velopharyngeal dysfunction.
Book Title	The Handbook of Language and Speech Disorders

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/BJEL4PU7
2025-01-02T18:06:15Z
2025-01-02T18:23:16Z

BJEL4PU7
2495
bookSection
Smith
2003
1

Item Type	Book Section
Author	Martine Smith
URL	https://ebookcentral.proquest.com/lib/brooklyn-ebooks/reader.action?docID=226845&ppg=67
Place	Boston, UNITED STATES
Publisher	BRILL
ISBN	978-0-08-047895-1
Date	2003
Accessed	2025-01-02 18:06:15
Library Catalog	ProQuest Ebook Central
Abstract	In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write.
Book Title	Literacy and Augmentative and Alternative Communication

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/8UXKZWGX
2025-01-02T18:05:36Z
2025-01-02T18:05:36Z

8UXKZWGX
2484
webpage
1

Item Type	Web Page
URL	https://www.asha.org/Practice-Portal/Clinical-Topics/Adult-Dysphagia/
Rights	Copyright American Speech-Language-Hearing Association
Extra	Publisher: American Speech-Language-Hearing Association
Accessed	2025-01-02 18:05:36
Language	en
Abstract	Dysphagia in adults is a swallowing problem involving the oral cavity, pharynx, esophagus, or gastroesophageal junction.
Website Title	American Speech-Language-Hearing Association

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/JJ5QE44N
2025-01-02T18:04:28Z
2025-01-02T18:04:28Z

JJ5QE44N
2482
bookSection
Code
2021
2

Item Type	Book Section
Author	Chris Code
URL	http://onlinelibrary-wiley-com/doi/abs/10.1002/9781119606987.ch14
Publisher	John Wiley & Sons, Ltd
Pages	286-309
ISBN	978-1-119-60698-7
Date	2021
Extra	Section: 14 _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9781119606987.ch14 DOI: 10.1002/9781119606987.ch14
Accessed	2025-01-02 18:04:28
Library Catalog	Wiley Online Library
Language	en
Abstract	The term aphasia is commonly used with the language impairments that develop in a range of dementias and other progressive conditions. The term also includes what is most often called apraxia of speech, sometimes called motor aphasia or aphemia: impairments in the fluent production of speech arising from damage to the mechanisms controlling the planning and programming of speech before articulation is attempted. This chapter briefly reviews the main issues in the treatment of aphasia and summarize some approaches to treatment. Research shows that recovery and response to treatment are significantly influenced by emotional and psychosocial factors. Developments in cognitive neuroscience and neurophysiology have the potential to improve the understanding of the mechanisms underlying recovery and the response to treatment in aphasia. Contemporary approaches based on social models have been developed in more recent times, as therapists have begun to acknowledge the psychosocial implications of aphasia more.
Book Title	The Handbook of Language and Speech Disorders

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/QC43S9DX
2025-01-02T18:02:28Z
2025-01-02T18:02:28Z

QC43S9DX
2481
journalArticle
Spracher
2000-04
0

Item Type	Journal Article
Author	Mary M. Spracher
URL	https://leader.pubs.asha.org/doi/10.1044/leader.scm.05082000.1
Volume	5
Issue	8
Pages	1-19
Publication	The ASHA Leader Archive
Date	2000-04
Extra	Publisher: American Speech-Language-Hearing Association
DOI	10.1044/leader.SCM.05082000.1
Accessed	2025-01-02 18:02:28
Library Catalog	leader.pubs.asha.org (Atypon)
Short Title	Learning About Literacy

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/Y5PVG8IL
2025-01-02T17:59:06Z
2025-01-02T18:01:50Z

Y5PVG8IL
2480
blogPost
Washington and Seidenberg
2023-07-11
1

Item Type	Blog Post
Author	Julie A. Washington
Author	Mark Seidenberg
URL	https://www.aft.org/ae/summer2021/washington_seidenberg
Date	2023-07-11T16:10:34-04:00
Accessed	2025-01-02 17:59:06
Language	en
Blog Title	American Educator Summer 2021

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/3EIEZSMP
2025-01-02T17:58:19Z
2025-01-02T17:58:19Z

3EIEZSMP
2473
journalArticle
Gahl
2020-11-13
1

Item Type	Journal Article
Author	Susanne Gahl
URL	https://pubs.asha.org/doi/10.1044/2020_JSLHR-20-00364
Volume	63
Issue	11
Pages	3680-3684
Publication	Journal of Speech, Language, and Hearing Research
Date	2020-11-13
Extra	Publisher: American Speech-Language-Hearing Association
DOI	10.1044/2020_JSLHR-20-00364
Accessed	2025-01-02 17:58:19
Library Catalog	pubs.asha.org (Atypon)
Short Title	Bilingualism as a Purported Risk Factor for Stuttering

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/ZFRE59T2
2025-01-02T17:53:39Z
2025-01-02T17:56:55Z

ZFRE59T2
2471
journalArticle
Washington et al.
2018-04
1

Item Type	Journal Article
Author	Julie A. Washington
Author	Lee Branum-Martin
Author	Congying Sun
Author	Ryan Lee-James
URL	https://brooklyn.ezproxy.cuny.edu/login?url=https://www.proquest.com/scholarly-journals/impact-dialect-density-on-growth-language-reading/docview/2053295328/se-2?accountid=7286
Rights	Copyright American Speech-Language-Hearing Association Apr 2018
Volume	49
Issue	2
Pages	232-247
Publication	Language, Speech & Hearing Services in Schools (Online)
Date	Apr 2018
Extra	Num Pages: 232-247 Place: Washington, United States Publisher: American Speech-Language-Hearing Association Section: Research Article
DOI	10.1044/2018_LSHSS-17-0063
Accessed	2025-01-02 17:53:39
Library Catalog	ProQuest
Language	English
Abstract	The goal of the current study was to examine the impact of dialect density on the growth of oral language and reading skills in a sample of African American English (AAE)-speaking children reared in urban communities. Eight hundred thirty-five African American children in first through fifth grades participated. Using an accelerated cohort design, univariate and bivariate growth models were employed to examine dialect density, oral language and reading, and the relationships between these variables. For the univariate models, results indicated that (a) dialect density decreased over time by approximately 5% per year beyond first grade, (b) language skills improved approximately 0.5 SD per year, and (c) reading comprehension increased significantly from first to second grade and slowed 23% per year in second through fifth grades. Results from the bivariate models revealed that (a) dialect density and language ability are negatively associated, although dialect density did not affect change in language over time, and (b) higher dialect density is related to slower growth in reading. Findings from this investigation provide converging evidence for accounts in the extant literature particularly supporting a negative relationship between dialect density and oral language and between dialect density and reading while also contributing novel longitudinal evidence that suggests that changes in dialect use over time may be driven by oral language skills and that reading and dialect have a reciprocal relationship.

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/HF9PB3PD
2025-01-02T17:52:48Z
2025-01-02T17:57:24Z

HF9PB3PD
2472
journalArticle
Weiler et al.
2018-04
1

Item Type	Journal Article
Author	Brian Weiler
Author	C. Melanie Schuele
Author	Jacob I. Feldman
Author	Hannah Krimm
URL	https://brooklyn.ezproxy.cuny.edu/login?url=https://www.proquest.com/scholarly-journals/multiyear-population-based-study-kindergarten/docview/2053294802/se-2?accountid=7286
Rights	Copyright American Speech-Language-Hearing Association Apr 2018
Volume	49
Issue	2
Pages	248-259
Publication	Language, Speech & Hearing Services in Schools (Online)
Date	Apr 2018
Extra	Num Pages: 248-259 Place: Washington, United States Publisher: American Speech-Language-Hearing Association Section: Research Article
DOI	10.1044/2017_LSHSS-17-0071
Accessed	2025-01-02 17:52:48
Library Catalog	ProQuest
Language	English
Abstract	The purpose of this study was to evaluate, over 2 separate school years, the school-district-wide failure rate of kindergartners on a screener of grammatical tense marking- the Rice Wexler Test of Early Grammatical Impairment (TEGI) Screening Test (Rice & Wexler, 2001)-composed of past tense (PT) and third-person singular (3S) probes. In the fall of 2 consecutive school years, consented and eligible kindergartners (n = 148 in Year 1, n = 126 in Year 2) in a rural southern school district were administered the TEGI Screening Test. Children who failed the screening test or either of the individual probes (PT or 3S) were administered the Primary Test of Nonverbal Intelligence. All children also completed the Test of Articulation Performance-Screen (Bryant & Bryant, 1983) and, in Year 2, the Get Ready to Read! emergent literacy screener (Whitehurst & Lonigan, 2001). The screening tool outcome most closely and consistently aligned with the recommended failure rate of approximately 30% (Oetting, Gregory, & Riviere, 2016; based on Tomblin et al., 1997) was the TEGI PT probe. TEGI Screening Test and 3S probe failure rates fell below the recommended level. Most children who failed the PT probe demonstrated nonverbal intelligence skills within the average range. In addition, most children who failed the PT probe would not have been readily identified on the basis of only the results of their articulation or emergent literacy screenings. The TEGI PT probe is an efficient and reliable screener that identifies children for monitoring or additional language assessment. Children with language vulnerabilities are not necessarily identified by articulation or emergent literacy screenings at entry to kindergarten. To identify children at risk for language impairment, it is therefore necessary to directly screen oral language.

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/ESBQTTI5
2025-01-02T17:35:14Z
2025-01-02T17:35:38Z

ESBQTTI5
2459
journalArticle
Potapova et al.
2018-04
2

Item Type	Journal Article
Author	Irina Potapova
Author	Sophia Kelly
Author	Philip N. Combiths
Author	Sonja L. Pruitt-Lord
URL	https://pmc.ncbi.nlm.nih.gov/articles/PMC6105131/pdf/LSHSS-49-260.pdf
Volume	49
Issue	2
Pages	260-276
Publication	Language, Speech, and Hearing Services in Schools
ISSN	0161-1461
Date	2018-4
Extra	PMID: 29621805 PMCID: PMC6105131
Journal Abbr	Lang Speech Hear Serv Sch
DOI	10.1044/2017_LSHSS-17-0026
Accessed	2025-01-02 17:35:14
Library Catalog	PubMed Central
Abstract	Purpose This work explores the clinical relevance of three measures of morpheme use for preschool-age Spanish–English bilingual children with varying language skills. The 3 measures reflect accuracy, diversity (the tense marker total), and productivity (the tense and agreement productivity score [TAP score]) of the English tense and agreement system. Method Measures were generated from language samples collected at the beginning and end of the participants’ preschool year. Participants included 74 typically developing Spanish–English bilinguals and 19 peers with low language skills. The morpheme measures were evaluated with regard to their relationships with other language sample measures, their ability to reflect group differences, and their potential for capturing morphological development at group and individual levels. Results Across both groups, the tense marker total and TAP scores were associated with other language measures and demonstrated both group differences and growth over time. The accuracy measure met few of these benchmarks. Conclusion The tense marker total and TAP score, which were designed to capture emerging morphological abilities, contribute valuable information to a comprehensive language assessment of young bilinguals developing English. Case examples are provided to illustrate the clinical significance of including these measures in assessment.

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/4EV9XIMI
2025-01-02T17:33:45Z
2025-01-02T17:34:10Z

4EV9XIMI
2456
journalArticle
Bedore et al.
2018-04
2

Item Type	Journal Article
Author	Lisa M. Bedore
Author	Elizabeth D. Peña
Author	Jissel B. Anaya
Author	Ricardo Nieto
Author	Mirza J. Lugo-Neris
Author	Alisa Baron
URL	https://pmc.ncbi.nlm.nih.gov/articles/PMC6105132/pdf/LSHSS-49-277.pdf
Volume	49
Issue	2
Pages	277-291
Publication	Language, Speech, and Hearing Services in Schools
ISSN	0161-1461
Date	2018-4
Extra	PMID: 29621806 PMCID: PMC6105132
Journal Abbr	Lang Speech Hear Serv Sch
DOI	10.1044/2017_LSHSS-17-0027
Accessed	2025-01-02 17:33:45
Library Catalog	PubMed Central
Abstract	Purpose This study examines English performance on a set of 11 grammatical forms in Spanish–English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Method Three hundred seventy-eight children’s scores on the Bilingual English–Spanish Assessment–Middle Extension () morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English–Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups. Results Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English–Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI. Conclusions It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.
Short Title	Understanding Disorder Within Variation

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/EQYUKJ5N
2025-01-02T17:29:29Z
2025-01-02T17:30:13Z

EQYUKJ5N
2453
journalArticle
Gregory and Oetting
2018-04
2

Item Type	Journal Article
Author	Kyomi D. Gregory
Author	Janna B. Oetting
URL	https://pmc.ncbi.nlm.nih.gov/articles/PMC6105134/pdf/LSHSS-49-218.pdf
Volume	49
Issue	2
Pages	218-231
Publication	Language, Speech, and Hearing Services in Schools
ISSN	0161-1461
Date	2018-4
Extra	PMID: 29621802 PMCID: PMC6105134
Journal Abbr	Lang Speech Hear Serv Sch
DOI	10.1044/2017_LSHSS-17-0045
Accessed	2025-01-02 17:29:29
Library Catalog	PubMed Central
Abstract	Purpose We compared teacher ratings as measured by the Teacher Rating of Oral Language and Literacy (TROLL; , ) and Children’s Communication Checklist–Second Edition (CCC-2; ) to 2 established screeners, the Part II of the Diagnostic Evaluation of Language Variation–Screening Test (DELV-ST-II; ) and Dynamic Indicators of Basic Early Literacy Skills–Next (DIBELS; ), and then examined whether teacher ratings alone or when combined with the DELV-ST-II or DIBELS accurately classify nonmainstream English-speaking kindergartners by their clinical status. Method Data came from 98 children who lived in the rural South; 47 spoke African American English, and 51 spoke Southern White English. Using the syntax subtest of the Diagnostic Evaluation of Language Variation–Norm Referenced () as the reference standard, 43 were language impaired and 55 were typically developing. Analyses included analysis of variance, correlations, and discriminant function with sensitivity and specificity indices. Results The TROLL, CCC-2, DELV-ST-II, and DIBELS showed clinical status but not dialect effects, and they correlated with each other, the Diagnostic Evaluation of Language Variation–Norm Referenced, and other language measures. Classification accuracies of all 4 tools were too low for screening purposes; however, empirically derived cut scores improved the results, and a discriminant function selected the TROLL and DELV-ST-II as optimal for determining who should be referred for an evaluation, with the TROLL yielding the highest level of sensitivity (77%). Conclusion Findings support teacher ratings as measured by the TROLL when screening nonmainstream English-speaking kindergartners for language impairment in the rural South, while also calling for additional development and study of teacher rating tools and other screening instruments. Supplemental Material https://doi.org/10.23641/asha.6007712

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/4WDFGW3U
2025-01-02T17:23:48Z
2025-01-02T17:23:48Z

4WDFGW3U
2449
videoRecording
Lisa Pearl
2018-01-21
0

Item Type	Video Recording
Director	Lisa Pearl
URL	https://www.youtube.com/watch?v=fc4IgK89EWU
Date	2018-01-21
Accessed	2025-01-02 17:23:48
Library Catalog	YouTube
Abstract	Saffran, Aslin, & Newport 1996 experiment with 8-month-olds tracking transitional probabilities between syllables
Short Title	Acquisition of Language 2

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/W6BZ9ZCM
2025-01-02T17:23:29Z
2025-01-02T17:24:22Z

W6BZ9ZCM
2450
videoRecording
ok science
2017-05-26
0

Item Type	Video Recording
Director	ok science
URL	https://www.youtube.com/watch?v=GW5fVH6iV2s
Date	2017-05-26
Accessed	2025-01-02 17:23:29
Library Catalog	YouTube
Abstract	This video covers the basics of Saffran, Aslin, & Newport’s article “Statistical Learning by 8-month Old Infants”. Statistical learning is a precursor to language acquisition, and this study shows how readily-equipped we are to learn new patterns of language. words & music: alex daniel danielcog.com
Short Title	statistical learning in infants?

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/9DQALWCA
2025-01-02T17:23:02Z
2025-01-02T17:23:02Z

9DQALWCA
2447
videoRecording
TED-Ed
2013-07-10
0

Item Type	Video Recording
Director	TED-Ed
URL	https://www.youtube.com/watch?v=M-ymanHajN8
Date	2013-07-10
Accessed	2025-01-02 17:23:02
Library Catalog	YouTube
Abstract	Patricia Kuhl shares astonishing findings about how babies learn one language over another — by listening to the humans around them and “taking statistics” on the sounds they need to know. Clever lab experiments (and brain scans) show how 6-month-old babies use sophisticated reasoning to understand their world. (Filmed at TEDxRainier.) Talk by Patricia Kuhl.

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/LNLS2AWX
2025-01-02T17:18:10Z
2025-01-02T17:23:02Z

LNLS2AWX
2447
bookSection
Cruz-Ferreira
2012
1

Item Type	Book Section
Author	Madalena Cruz-Ferreira
Editor	Sharynne McLeod
Editor	Brian Goldstein
URL	https://ebookcentral.proquest.com/lib/brooklyn-ebooks/reader.action?docID=922853&ppg=43
Place	Bristol, UNITED KINGDOM
Publisher	Multilingual Matters
Pages	13-23
ISBN	978-1-84769-514-7
Date	2012
Accessed	2025-01-02 17:18:10
Library Catalog	ProQuest Ebook Central
Book Title	Multilingual Aspects of Speech Sound Disorders in Children

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/U38UZWB6
2025-01-02T17:00:12Z
2025-01-02T17:00:25Z

U38UZWB6
2438
book
Weismer and Brown
2019
1

Item Type	Book
Author	Gary Weismer
Author	David K. Brown
URL	https://ebookcentral.proquest.com/lib/brooklyn-ebooks/detail.action?docID=6006573
Place	San Diego, UNITED STATES
Publisher	Plural Publishing, Incorporated
ISBN	978-1-63550-316-6
Date	2019
Accessed	2025-01-02 17:00:12
Library Catalog	ProQuest Ebook Central
Short Title	Introduction to Communication Sciences and Disorders

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/3EJT24MW
2025-01-02T16:44:56Z
2025-01-02T16:44:56Z

3EJT24MW
2437
videoRecording
ROLE Collective
2024-04-17
0

Item Type	Video Recording
Director	ROLE Collective
URL	https://www.youtube.com/watch?v=VvhmI5JyN0E
Date	2024-04-17
Accessed	2025-01-02 16:44:56
Library Catalog	YouTube

Emily Fairey
http://zotero.org/users/2368221

http://zotero.org/users/2368221/items/5NNUISYG
2025-01-02T16:44:29Z
2025-01-02T16:44:29Z

5NNUISYG
2437
videoRecording
Penn State Communication Sciences and Disorders
2021-07-13
0

Item Type	Video Recording
Director	Penn State Communication Sciences and Disorders
URL	https://www.youtube.com/watch?v=Y5EJ0FMo5Nk
Date	2021-07-13
Accessed	2025-01-02 16:44:29
Library Catalog	YouTube
Abstract	Learn about the ways our faculty and students are making a #CSDimpact through a research-clinical approach to communication sciences and disorders.