Search Results - "Baron, Lauren S"

The contribution of theta and delta to feedback processing in children with developmental language disorder by Gul, Asiya, Baron, Lauren S, Arbel, Yael

“…The study aimed at evaluating feedback processing at the electrophysiological level and its relation to learning in children with developmental language…”
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With or without Feedback?-How the Presence of Feedback Affects Processing in Children with Developmental Language Disorder by Baron, Lauren S, Gul, Asiya, Arbel, Yael

“…Language acquisition depends on the ability to process and learn probabilistic information, often through the integration of performance feedback. Children…”
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Between Shifting and Feedback Processing in the Wisconsin Card Sorting Test in Children with Developmental Language Disorder by Giandomenico, Kristina, Baron, Lauren S, Gul, Asiya, Arbel, Yael

“…Children with developmental language disorder (DLD) demonstrate deficits in executive functioning; however, the specific components of executive functioning…”
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Declarative Learning Mechanisms Support Declarative but Not Probabilistic Feedback-Based Learning in Children with Developmental Language Disorder (DLD) by Gul, Asiya, Baron, Lauren S, Black, Kelsey B, Schafer, Annika L, Arbel, Yael

“…Declarative and probabilistic feedback-based learning was evaluated in 8-12-year-old school-age children with developmental language disorder (DLD; = 14) and…”
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An Implicit-Explicit Framework for Intervention Methods in Developmental Language Disorder by Baron, Lauren S, Arbel, Yael

“…The growing interest in framing intervention approaches as either implicit or explicit calls for a discussion of what makes intervention approaches engage each…”
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Spoken Word Learning in Children with Developmental Language Disorder or Dyslexia by Adlof, Suzanne M, Baron, Lauren S, Bell, Bethany A, Scoggins, Joanna

“…Purpose: Word learning difficulties have been documented in multiple studies involving children with dyslexia and developmental language disorder (DLD; see…”
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Children with Dyslexia Benefit from Orthographic Facilitation during Spoken Word Learning by Baron, Lauren S, Hogan, Tiffany P, Alt, Mary, Gray, Shelley, Cabbage, Kathryn L, Green, Samuel, Cowan, Nelson

“…Purpose: Orthographic facilitation describes the phenomenon in which a spoken word is produced more accurately when its corresponding written word is present…”
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Online Training Modules for Teaching Assessment Skills to Graduate Student Clinicians by Radville, Katharine M, Larrivee, Emilie C, Baron, Lauren S, Kelley-Nazzaro, Patricia, Christodoulou, Joanna A

“…Purpose: Assessment is a crucial skill for speech-language pathologists, who rely on standardized tests to identify characteristics of speech, language,…”
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Can educational technology effectively differentiate instruction for reader profiles? by Baron, Lauren S., Hogan, Tiffany P., Schechter, Rachel L., Hook, Pamela E., Brooke, Elizabeth C.

“…Teachers are responsible for identifying and instructing an increasingly diverse population of student readers. Advances in educational technology may…”
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Accelerating Adolescent Vocabulary Growth: Development of an Individualized, Web-Based, Vocabulary Instruction Program by Adlof, Suzanne M, Baron, Lauren S, Scoggins, Joanna, Kapelner, Adam, McKeown, Margaret G, Perfetti, Charles A, Miller, Elaine, Soterwood, Jeanine, Petscher, Yaacov

“…Purpose: Improving vocabulary knowledge is important for many adolescents, but there are few evidence-based vocabulary instruction programs available for high…”
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Inner Speech and Executive Function in Children with Developmental Language Disorder: Implications for Assessment and Intervention by Baron, Lauren S, Arbel, Yael

“…Purpose: Many children with developmental language disorder (DLD) also have difficulty with executive function. The presence of co-occurring deficits in…”
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Orthographic influences on phonological processing in children with and without reading difficulties: an eye-tracking study by Baron, Lauren S., Ehrhorn, Anna M., Shlanta, Peter, Ashby, Jane, Bell, Bethany A., Adlof, Suzanne M.

“…Abstract Phonological processing is an important contributor to decoding and spelling difficulties, but it does not fully explain word reading outcomes for all…”
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