Search results for author:"Howard Goldstein"
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Speech Perception Benefits of FM and Infrared Devices to Children with Hearing Aids in a Typical Classroom
Language, Speech, and Hearing Services in Schools Vol. 35, No. 2 (April 2004) pp. 169–184
Children typically learn in classroom environments that have background noise and reverberation that interfere with accurate speech perception. Amplification technology can enhance the speech perception of students who are hard of hearing. Purpose:...
A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems
Christopher J. Lonigan; Kimberly Driscoll; Beth M. Phillips; Brenlee G. Cantor; Jason L. Anthony; Howard Goldstein
Journal of Early Intervention Vol. 25, No. 4 (2003) pp. 248–62
A study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to 45 preschool children at-risk for reading problems. Children exposed to CAI made significantly greater gains on rhyming and...
Electronic Data Management and Expert Decision Making for Multi-Tiered System of Supports: Design Research in Early Childhood Literacy and Professional Development
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1085–1089
We used a Design Research approach to build a prototype of the Electronic Data Management and Expert Decision Making (EDM2) software system. Through the EDM2 platform, educators monitor student progress across multiple early learning domains and...
Using e-Learning to break geographical barriers in access to professional development: A Brazilian research report
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1851–1855
Many countries with large territories, such as Brazil, find it difficult to deliver quality professional development to less densely populated regions. The institutions that offer education in Speech-Language Pathology and Audiology (SLP/Au) fields...
Topics: online learning environments
Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills
Charles R. Greenwood; Judith J. Carta; Elizabeth S. Kelley; Gabriela Guerrero; Na Young Kong; Jane Atwater; Howard Goldstein
Elementary School Journal Vol. 116, No. 4 (2016) pp. 574–599
In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk...