Relevant bibliographies by topics / Language difficulties

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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Journal articles on the topic "Language difficulties"

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Trujillo, Elia. "LANGUAGE DIFFICULTIES." AJN, American Journal of Nursing 108, no. 5 (May 2008): 14. http://dx.doi.org/10.1097/01.naj.0000317976.40877.d9.

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Saleem, Dr Muhammad, and Dr Ghulam Ahmed. "Difficulties of Arabic language for Non-Arabians." Al-Aijaz Research Journal of Islamic Studies & Humanities 5, no. 3 (September 30, 2021): 45–50. http://dx.doi.org/10.53575/arjish.v5.3(21)a3.45-50.

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Arabic Language is a very rich and comprehensive Language culturally; religiously, educationally and historically. It is the state language of twenty-two Arab countries and one of the languages of U.N.O. After embracing Islam, Muslims showed their great interest to know the teachings of Islam. Arabic language has become a major language of the world having a great contribution of worldly renowned literatures. Apparently Arabic language seemed to be very difficult for those who wanted to know Arabic as well as Islamic studies. The fact is that Arabic language is very simple and easy to understand as compare to other major languages. Arabic language has international rules of pronunciation, when we compare it with English language, we have come to know that mostly alphabets of Arabic language are equivalent to English alphabets in their pronunciation. We can make transliteration of Arabic articles and words easily. The article presents a comprehensively and comparatively study of the pronunciation of Arabic articles and words
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Wilde, Alison. "Language and communication difficulties." Evaluation & Research in Education 22, no. 1 (March 2009): 71–73. http://dx.doi.org/10.1080/09500790802435893.

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Ganschow, Leonore, Richard L. Sparks, and James Javorsky. "Foreign Language Learning Difficulties." Journal of Learning Disabilities 31, no. 3 (May 1998): 248–58. http://dx.doi.org/10.1177/002221949803100304.

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Klimova, Blanka Frydrychova. "Difficulties and constraints in second language formal writing." Indian Journal of Applied Research 3, no. 2 (October 1, 2011): 7–9. http://dx.doi.org/10.15373/2249555x/feb2013/3.

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Normuratova, Valentino. "Language difficulties in teaching esp." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 3 (2022): 346–49. http://dx.doi.org/10.5958/2249-7137.2022.00226.9.

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Parrott, Nicky. "Language difficulties: Assessment and action." Headteacher Update 2020, no. 2 (March 2, 2020): 20–21. http://dx.doi.org/10.12968/htup.2020.2.20.

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Given the importance of language skills, the assessment of difficulties early on is vital. SENCO Nicky Parrott discusses her schools' approach to spotting problems and some of their interventions to improve outcomes
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Call, Mary Lee Scott, and Madeline E. Ehrman. "Understanding Second Language Learning Difficulties." TESOL Quarterly 31, no. 2 (1997): 372. http://dx.doi.org/10.2307/3588056.

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Salend, Spencer J., and AltaGracia Salinas. "Language Differences or Learning Difficulties." TEACHING Exceptional Children 35, no. 4 (March 2003): 36–43. http://dx.doi.org/10.1177/004005990303500406.

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Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (February 27, 2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.

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Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.
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Dissertations / Theses on the topic "Language difficulties"

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Georgali, Konstantina. "Greek teachers' understandings of typical language development and of language difficulties." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038677/.

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Language is a dynamic learning mechanism for children. Oral language skills are pivotal to all children and should be practiced in schools. However, not all children develop language typically and some may experience language difficulties at differing levels and degrees of severity. As the concept of inclusion has gained currency in many countries, it is expected that larger numbers of students whose difficulties are not severe enough to be admitted to a special school, will be educated in mainstream classrooms alongside children with typical language development. Thus, teachers are increasingly faced with the challenge of teaching students with differing profiles of needs. However, research has paid little attention so far to teachers’ views and to their preparedness to cope with such challenges. This study was based on a Sequential Exploratory Mixed Methods Design deployed in three consecutive and integrative phases. The first phase involved 18 exploratory interviews with teachers. Its findings informed the second phase involving a questionnaire survey with 119 respondents. Contradictory questionnaire results were further investigated in a third phase employing a formal testing procedure with 60 children attending Y1, Y2 and Y3 of primary school. Results showed both strengths and weaknesses in teachers’ awareness of language related issues and of language difficulties and gaps in their expertise to meet the needs of children with language difficulties. However, they also provided a different perspective of children’s language needs and of language teaching approaches. This perspective reflected current advances in language problems and synchronous conceptualizations of inclusion and opened a new window on how to optimize existing teaching approaches so as to promote language development for all students in class while at the same time supporting the specific needs of children with language difficulties in an inclusive ethos.
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Bablekou, Zoe. "Memory processes in children with specific language difficulties." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252961.

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Park, Tae Hyon. "Korean EFL writers' difficulties with sentence cohesion and vocabulary use /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7724.

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Murrieta, Imelda Guadalupe, and Imelda Guadalupe Murrieta. "Identifying Emotional and Behavioral Difficulties Among English Language Learners." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625551.

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English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school’s electronic database. Results showed no relationship between ELL status and EBR. However, there was a relationship between gender and the identification of EBR among ELL students, where males demonstrated increased risk levels. In addition, students' reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavior problems. Although results did not show a relationship between language proficiency and EBR, ELLs remain a group vulnerable for being identified as at-risk for emotional and behavioral difficulties, due to academic and/or social-emotional problems that they may experience. In practice, schools may want to consider using an integrated approach to conducting universal screening, where schools screen for reading difficulties and behavior concerns, thus allowing them to address a broader range of concerns through early intervention programs.
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Al-Sulaimani, Adil Abdul Hameed Musa. "Reading difficulties in Arab learners of English." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261693.

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Watson, J. M. "Matrix training and sign language for the mentally handicapped." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374864.

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Wold, James B. "Difficulties in learning English as a second or foreign language." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JWold2006.pdf.

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Koltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.

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Primeau, Casey Anne. "Person-First Language: Difficulties and Solutions with Putting People First." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613459.

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Person-first language is often labeled as the gold-standard method for writing about and addressing people who have disabilities. The goal of person-first language is to put a person before their disability and emphasize other aspects of who a person is beyond their disability. This goal offers a more appropriate option in lieu of using some of the insensitive and offensive terminology that often has been used to describe individuals with disabilities. Though thought of as a neutral and respectful method of referencing individuals with disabilities, there are still many flaws and objections to its use. A different method, disability-first language, involves calling someone a “disabled person” rather than a “person with a disability.” This method of reference contends with person-first language as many people with disabilities feel that it reflects the fact that their impairment is part of who they are. Preference between person-first and disability-first language varies across disability groups. The debate remains whether people should opt to use person-first language or disability-first language. No preference has been documented yet amongst people with intellectual and developmental disabilities, but interviews conducted in this study show that person-first language might be an appropriate option to use in general with this population.
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Ayhan, Cile. "Matematikundervisning på ett andra språk : En kvalitativ studie om lärarens kunskaper och strategier." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31652.

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The Purpose of this study is to examine teachers´view and strategies regarding mathematics education for second language students. Method: The Study is conducted using a qualitative approach, in wich data has been obtained trough interviews and observations. Conclusion: Based on my empirical findings, i conclude that teachers believe they need to find out the reasons behind second langugage students´difficulties in mathematics in order to plan their teaching. By wich this should benefit these students-knowledge development. According to the teachers participating in the study, difficulties in mathematics are due to lacking Swedish language skills and the students´background. By focusing on the langugage during the teaching process and by creating different forms of communications, the circumstances for second language students can be strengthen. This Study indicates that teachers agree that second language students need support in mathematics educstion in order to achieve the learning objectives in rqual terms as the first language students.
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Books on the topic "Language difficulties"

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Language and language-related difficulties. Leicester: British Psychological Soc, 1991.

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Pam, Fleming, Miller Carol 1944-, and Association for All Speech-Impaired Children., eds. Speech and language difficulties. 2nd ed. Tamworth: NASEN, 2003.

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Understanding second language learning difficulties. Thousand Oaks, Calif: Sage Publications, 1996.

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Christine, McConnell, ed. Children with speech and language difficulties. London: Cassell, 1987.

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Brown, J. Irwin. An Irishman's difficulties with the Dutch language. Rotterdam: H.W. Blok, 1987.

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Martin, Deirdre. Speech and language difficulties in the classroom. London: D. Fulton Publishers, 1996.

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Learning difficulties. London: Franklin Watts, 2006.

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Rinaldi, Wendy. Working with language impaired teenagers with moderate learning difficulties. London: I Can, 1992.

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Margaret, Smith Anne, ed. Teaching languages to students with specific learning difficulties. Bristol: Multilingual Matters, 2012.

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Centre for Information on Language Teaching and Research., ed. Communication re-activated: Teaching pupils with learning difficulties. London: CILT, 1991.

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Book chapters on the topic "Language difficulties"

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Anderson, Anne H., Alasdair Robertson, and Kerry Kilborn. "Dialogue despite Difficulties." In Typological Studies in Language, 1. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/tsl.34.02and.

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Segal, Lynn. "The Difficulties of Language." In The Dream of Reality, 27–50. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4613-0115-8_3.

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Bibby, Tamara, Ruth Lupton, and Carlo Raffo. "Language and Communication Difficulties." In Responding to Poverty and Disadvantage in Schools, 77–94. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52156-9_5.

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Kemp, Nenagh. "Language difficulties and education." In Overcoming Adversity in Education, 19–29. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003180029-3.

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McGrath, Stephen Keith. "Key Difficulties of Language Usage." In Speaking Management, 11–15. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2213-7_3.

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Clay, Marie M. "The Development of Literacy Difficulties." In Encyclopedia of Language and Education, 37–46. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_5.

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Ventola, Eija. "Linguistic Difficulties in Institutional Discourse." In Learning, Keeping and Using Language, 493–508. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.32ven.

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Doets, Cees. "Assesment of adult literacy difficulties." In Studies in Written Language and Literacy, 321. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/swll.1.24doe.

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Prediger, Susanne, Kirstin Erath, and Elisabeth Moser Opitz. "The Language Dimension of Mathematical Difficulties." In International Handbook of Mathematical Learning Difficulties, 437–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_27.

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Geva, Esther, Yueming Xi, Angela Massey-Garrison, and Joyce Y. Mak. "Assessing Reading in Second Language Learners: Development, Validity, and Educational Considerations." In Reading Development and Difficulties, 117–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_6.

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Conference papers on the topic "Language difficulties"

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Kalouli, Aikaterini-Lida, Livy Real, Annebeth Buis, Martha Palmer, and Valeria de Paiva. "Annotation Difficulties in Natural Language Inference." In Simpósio Brasileiro de Tecnologia da Informação e da Linguagem Humana. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/stil.2021.17804.

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State-of-the-art models have obtained high accuracy on mainstream Natural Language Inference (NLI) datasets. However, recent research has suggested that the task is far from solved. Current models struggle to generalize and fail to consider the inherent human disagreements in tasks such as NLI. In this work, we conduct an experiment based on a small subset of the NLI corpora such as SNLI and SICK. It reveals that some inference cases are inherently harder to annotate than others, although good-quality guidelines can reduce this difficulty to some extent. We propose adding a Difficulty Score to NLI datasets, to capture the human difficulty level of agreement.
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Gorbatenko, Olga, and Nikolay Ageev. "ON THE DIFFICULTIES OF THE CHINESE LANGUAGE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2364.

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Ali Ahmed Al-Rawafi, Abdulkhaleq, and Syihabuddin. "Indonesian Language Learning Difficulties: A Linguistic Perspective." In Proceedings of the 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/upiupsi-18.2019.2.

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Savitri, I., and S. Khotimah. "Existential Analysis in Surmounting Foreign Language Learner‘s Difficulties." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284927.

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ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

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This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.
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Kolesnikova, Nataliya, and Yuliya Ridnaya. "Difficulties In Teaching And Learning Scientific Genres." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.55.

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Ryabokoneva, Oxana. "Turkish Students’ Listening Comprehension Difficulties In Russian Language Learning." In The Russian Language in Modern Scientific and Educational Environment. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.15.

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Nurmasari, Linda, Slamet Subiyantoro, and Siti Sutarmi Fadhilah. "Fourth Grade Students’ Difficulties in Understanding Javanese Language Text." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007169704870492.

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Steele, John, Pam Mort, and Iain Skinner. "Effect of language difficulties on results of engineering students." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386032.

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Agapitou, Paraskevi, Ioannis Galantomos, and Georgia Andreou. "Language difficulties in children with Attention Deficit Hyperactivity Disorder." In 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0001/000121.

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Reports on the topic "Language difficulties"

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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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PLATONOVA, E. V., and K. A. MYASNIKOVA. THE SPECIFIC TRANSLATION OF ONOMATOPOEIA IN ENGLISH COMICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-77-82.

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This article is devoted to the study of the translation of onomatopoeia in English-language comics into the Russian language. Onomatopoeic words cause difficulties in their translation, which creates the need to study onomatopoeia from the point of view of their special characteristics, such as their optional role. The need for creative rethinking, full consideration of the context as well as getting into the situation are especially highlighted.
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ARUTYUNYAN, D. D. GRAMMAR ANALYSIS AS A MEANS OF NOTIONAL FUNDAMENTALS CREATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-43-50.

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The article is devoted to the analysis of the Passive Voice to search for the learners’ language mistakes. Analysis of the Passive Voice definition, given by different linguist, is performed. The causes of notional difficulties, the ways of notional fundamentals creation for the learners of English are presented.
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BIZIKOEVA, L. S. ОСОБЕННОСТИ ПЕРЕВОДА ГОВОРЯЩИХ ИМЕН СОБСТВЕННЫХ В НАРТОВСКОМ ЭПОСЕ. Science and Innovation Center Publishing House, 2017. http://dx.doi.org/10.12731/2077-1770-2017-3-2-229-234.

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The article deals with the problem of translation of anthroponyms. Difficulties arising in the process of translation are analyzed. The analysis was based on the translation of the Narts Tales into the Russian language. The analysis revealed that translating anthroponyms in general and charactonym in particular translators do not always employ transcription or transliteration. It is a tough process which requires a wide range of strategies a translator has in his disposal.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.
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Identifying and remediating children’s language difficulties – Professor Charles Hulme. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13554.

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Professor Charles Hulme, Professor of Psychology and Education, University of Oxford discusses children's language difficulties. ACAMH members can now receive a CPD certificate for watching this recorded lecture. Simply email membership@acamh.org with the day and time you watch it, so we can check the analytics, and we'll email you your certificate.
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Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson. ACAMH, September 2021. http://dx.doi.org/10.13056/acamh.16841.

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In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).
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Play and social skills may protect children who have difficulties with spoken language. National Institute for Health Research, October 2020. http://dx.doi.org/10.3310/alert_41884.

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Early speech sound disorder alone confers a low risk on reading difficulties. Acamh, October 2018. http://dx.doi.org/10.13056/acamh.10542.

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Early speech sound disorder (SSD) combined with other risk factors, such as language impairment (LI) and dyslexia, can have negative consequences on literacy development, according to new research from Marianna Hayiou-Thomas and colleagues.
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