Child Language Teaching and Therapy
| 短名 | Child. Lang. Teach. Ther. |
| Journal Impact | 0.88 |
| 国际分区 | LINGUISTICS(Q3) |
| 期刊索引 | SCI Q3中科院 4 区 |
| ISSN | 0265-6590, 1477-0865 |
| h-index | 41 |
| 国内分区 | 医学(4区)医学特殊教育学(4区)医学语言与语言学(4区)医学语言学(4区) |
Child Language Teaching and Therapy is an international peer reviewed journal which aims to be the leading inter-disciplinary journal in the field of children"s spoken and written language needs. The journal publishes original research and review articles of high practical relevance and which emphasise inter-disciplinary collaboration. Child Language Teaching and Therapy publishes regular special issues on specific subject areas and commissions keynote reviews of significant topics. The readership of the journal consists of academics and practitioners across the disciplines of education, speech and language therapy, psychology and linguistics.
期刊主页| 涉及主题 | 心理学哲学语言学医学社会学计算机科学发展心理学数学政治学法学精神科生物数学教育 |
| 出版信息 | 出版商: SAGE Publications Ltd，出版周期: ，期刊类型: journal |
| 基本数据 | 创刊年份: 1985，原创研究文献占比: 100.00%，自引率:0.00%， Gold OA占比: 31.91% |
期刊引文格式
这些示例是对学术期刊文章的引用，以及它们应该如何出现在您的参考文献中。
并非所有期刊都按卷和期组织其已发表的文章，因此这些字段是可选的。有些电子期刊不提供页面范围，而是列出文章标识符。在这种情况下，使用文章标识符而不是页面范围是安全的。
只有1位作者的期刊
有2位作者的期刊
有3位作者的期刊
有5位以上作者的期刊
书籍引用格式
以下是创作和编辑的书籍的参考文献的示例。
学位论文引用格式
网页引用格式
这些示例是对网页的引用，以及它们应该如何出现在您的参考文献中。
专利引用格式
最新文章
Speech and language therapists’ perceptions of contextual factors associated with communicative participation in children with developmental language disorders
2024-9-5
An exploration of pre-school teacher's experiences of using play-based approaches to develop language and literacy skills within their classrooms of children aged two to five years
2024-8-28
Notes on contributors
2024-5-21
Indices of oral and written narratives differentiating Mandarin-speaking school-age children with and without developmental language disorder
2024-5-16
Book Review: <i>Language, literacy, and learning: theory and application</i> by Fitzgibbons Meredith Saletta
2024-5-15
The quality of universal language supporting provision in maintained nursery classrooms in economically disadvantaged areas of England: Identifying strengths and areas for development
2024-5-15
An interactive shared Reading intervention designed for preverbal infants: A feasibility study exploring early language and cognitive development
2024-5-5
Complex syntax input: A single case investigation of increasing preschool teachers’ complement clauses in play interactions
2024-2-27
Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study
2024-2-21
Collaborative working between speech and language therapists and teaching staff in mainstream UK primary schools: A scoping review
2024-2-19
Dynamic assessment of narratives: Case studies of bilingual Filipino kindergarteners with language difficulties
2024-2-5
Notes on contributors
2024-2-1
Enhancing children's emotional regulation and social communication through group intervention – evidence of impact in an Irish outpatient Child and Adolescent Mental Health Service
2024-1-31
“Feeling our way around in the dark” AAC team collaboration in the context of service change: Special education teachers’ perceptions
2024-1-31
Teacher's practice and perception of the influence of stories during preschool child development: A cross-sectional study from ethnically diverse South Indian city
2024-1-30
The effects of practice-based coaching and scripted supports on teachers’ implementation of shared book reading strategies
2024-1-30
Reported speech uses in children with and without developmental language disorder
2023-12-27
Preprofessional teachers’ and speech-language pathologists’ attitudes toward collaborative service delivery in classrooms
2023-12-18
Small-group vocabulary intervention combining elements from shared book Reading and the Lexicon pirate method – A pilot study of multilingual children with speech, language and communication needs
2023-11-28
Notes on contributors
2023-9-29
A speech-to-symbol app for supporting communication partner to model and improve vocabulary
2023-9-24
Explicit cognate instruction facilitates vocabulary learning by foreign language learners with developmental language disorder
2023-9-16
‘They make it easier to learn and cope’: The views of adolescents with speech, language and communication needs on attending a flexible learning programme
2023-9-14
Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder
2023-7-20
Language modeling using an augmentative and alternative communication device during virtual schooling: A single case study
2023-7-16
Book Review: <i>Children Reading Pictures: New Contexts and Approaches to Picturebooks</i> by Evelyn Arizpe, Kate Noble, and Morag Styles
2023-7-12
Book Review: <i>Syntactic priming in language acquisition: Representations, mechanisms and applications</i> by Katherine Messenger
2023-7-10
Book Review: <i>Fundamentals of AAC: A case-based approach to enhancing communication</i> by Nerissa Hall, Jenifer Juengling-Sudkamp, Michelle L. Gutmann, and Ellen R Cohn
2023-7-7
Book Review: <i>The Cambridge Handbook of Childhood Multilingualism</i> by Stavans A and Jessner U (eds)
2023-6-23
Notes on contributors
2023-6-1
Book Review: <i>Handbook of adolescent transition education for youth with disabilities</i> by Shogren K and Wehmeyer M
2023-5-31
Book Review: <i>Working with Children Experiencing Speech and Language Disorders in a Bilingual Context: A Home Language Approach</i> by Pert S
2023-5-25
A comparison between the use of two speech-generating devices: A non-speaking student's displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities
2023-5-22
Predicting literacy development and risk in Spanish-English bilingual first graders
2023-4-9
Iconic gestures support novel word learning in multilingual students with SLCN in classrooms
2023-4-2
Retelling stories: The validity of an online oral narrative task
2023-2-20
Response to intervention services for preschool children with developmental language disorder: Opinions of school and health care service professionals and managers
2023-2-1
Book Review: <i>Multi-Tiered Systems of Support: Implementation Tools for Speech-Language Pathologists in Education</i> by Sylvan M
2023-2-1
Notes on contributors
2023-2-1
Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading
2023-2-1
Parents’ vocabulary instruction with preschoolers during shared book reading
2023-1-18
Children with language disorder as friends: Interviews with classroom peers to gather their perspectives
2022-11-28
Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder
2022-11-15
Book Review: <i>Treatment resource manual for speech-language pathology</i> by Roth F. P. and Worthington C. K.
2022-9-25
Call for Papers for SPECIAL EDITION in Child Language Teaching and Therapy
2022-9-19
Notes on Contributors October 2022
2022-9-19
Family and child health centre characteristics associated with exposure to universal language and literacy promotion
2022-8-10
Inhibition in preschool children at risk of developmental language disorder
2022-7-5
The Szenario-Kids: Psychometric properties of a novel, participation-oriented language assessment as determined in children and youth without communication deficits
2022-7-3
Notes on Contributors June 2022
2022-6-1
帮你贴心管理全部的文献
研飞ivySCI，高效的论文管理
投稿经验分享
分享我的经验，帮你走得更远