If you’re looking for a study to show the predictive power of phonological awareness in kindergarten on dyslexia in 2nd graders, see this one.
If you’re a Lidcombe progam user (or interested in using it for your young clients who stutter), recent data indicates similar outcomes for use of the program online, via webcam, compared to in person.
The likelihood of social, emotional, and behavioral difficulties in children who stutter was examined in this study, with differences appearing even in their earliest-measured group (age 3).
This study examined whether teens with SLI (Specific Language Impairment) adequately understood terminology in driving exams. The results indicate that specific word types present the most difficulty. The authors provide clinicians with a list of these words, to consider for treatment.
Bridgman, K., Onslow, M., O’Brian, S., Jones, M., & Block, S. (2016). Lidcombe Program Webcam Treatment for Early Stuttering: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research. Advance online publication. doi: 10.1044/2016_JSLHR-S-15-0011.
Catts, H.W., McIlraith, A., Bridges, M.S., Nielsen, D.C. (2016). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing. Advance online publication. doi: 10.1007/s11145-016-9692-2.
McAllister, J. (2016). Behavioural, emotional and social development of children who stutter. Journal of Fluency Disorders, 50, 23–32.
Pandolfe, J.M., Wittke, K., & Spaulding, T.J. (2016) Do Adolescents With Specific Language Impairment Understand Driving Terminology? Language, Speech, and Hearing Services in Schools. Advance online publication. doi: 10.1044/2016_LSHSS-15-0065.