Logopedie in het cluster 2 onderwijs - Logopedie.nl

Referenties
Baxter, S., Brookes, C., Bianchi, K., Rashid, K., & Hay, F. (2009). Speech language therapists and teachers working
together: Exploring the issues. Child Language Teaching and Therapy, 25, 215‐234.
Bishop, D.V. & Adams, C. (1992). Comprehension problems in children with specific language impairment: literal
and inferential meaning. Journal of Speech Hearing Research, 35 (1), 119–129.
Bishop, D.V.M. (2010). Which developmental disorders get researched and why PLoS ONE. Vol. 5, issue 11.
Blankenstijn, C.J.K., & Scheper A.R. (2003). Language development in children with psychiatric impairment.
Utrecht: LOT publications.
Bode, D. (2001). Het oog wil ook wat; het effect van gebaren bij kinderen met spraak- en taalproblemen. Scriptie
voor het doctoraalexamen Orthopedagogiek. Nijmegen.
Boerman, R., & Bruins, M. (2000). Leerkracht en logopedist: samen in school. Logopedie en Foniatrie, 72, 208‐
213
Bulters, I., & Vermeer, A (2007). Leerkrachtvaardigheden en woordenschatonderwijs. Het effect van training op
leerkrachtgedrag en leerlingprestaties. Toegepaste Taalwetenschap in Artikelen, 77 (1), 9‐19.
Camarata, S.M., Nelson, K., & Camarata M. (1994). Comparison of conversational-recasting and imitative procedures
for training grammatical structures in children with specific language impairment. Journal of Speech and
Hearing Research, 37, 1414–1423.
CED-groep (2010). Leerlijnen taal cluster 2. Gevonden op 18 februari 2012 op http://www.leerlijnen.cedgroep.
nl/wat-zijn-leerlijnen.aspx.
Cirrin, F.M. & Gillam, R.B. (2008). Language Intervention Practices for School-Age Children With Spoken Language
Disorders: A systematic Review. Language, Speech & Hearing Services in schools, 39, 110-117.
Cirrin, F.M., Schooling, T.L., Nelson, N.W., Diehl, S.F., Flynn, P.F., Staskowski, M., et al., (2010). Evidenced‐Based
Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary
School-Age Children. Language, Speech, and Hearing Services in Schools, 41, 233‐264.
Clegg, J., Hollis C., Mawhood L., & Rutter, M. (2005). Developmental language disorders – a follow-up in later
adult life. Cognitive, language an psychosocial outcomes. Journal of child psychology and psychiatry, 42 (2) 128-
149.
Constable, A.J., Stackhouse J., & Wells, B. (1997). Developmental word-finding difficulties and phonological
processing: the case of the missing handcuffs. Applied Psycholinguistics, 18, 507–536.
Daal, J. van, Verhoeven, L., & Balkom H. van (2007). Behaviour problems in children with language impairment.
Journal of Child Psychology and Psychiatry, 48 (11), 1139-1147.
Damhuis, R., & Litjens, P. (2003). Mondelinge communicatie. Drie werkwijzen voor mondelinge taalontwikkeling
(pp. 335-357). Nijmegen: Expertisecentrum Nederlands.
Easton, C., S. Sheach, S. Easton (1997). Teaching vocabulary to children with word-finding difficulties using
a combined semantic phonological approach: an efficacy study. Child Language Teaching & Therapy, 13 (2),
125–142.
Ebbels, S., & Lely, H. van der (2001). Meta-syntactic therapy using visual coding for children with severe persistent
SLI. International Journal of Language & Communication Disorders, 36, supplement, 345-350.
Ebbels, S.H., Nicoll, H., Clark, B., Eachus, B., Aoife, L., Gallagher, Horniman, K., Jennings, M., Montgomery, K.,
Nimmo, L., & Turner, G. (N.D.). The Effectiveness of Semantic Therapy for Word Finding Difficulties in Pupils with
Persistent Language Impairments: A Randomised Control Trial. UK, Surrey: Moor House School.
42