Antonio Preti, Davide Massidda, Matteo Cella, Andrea Raballo, Rosanna Scanu, Debora Tronci, Mersia Gabbrielli, Tamara Muratore, Mauro Giovanni Carta, Donatella Rita Petretto
Factor mixture analysis of paranoia in young people
Social psychiatry and psychiatric epidemiology
speechlanguage pathologists slps multiple roles responsibilities related language literacy instruction schools purpose exploratory qualitative study analyze schoolbased slps perceptions related effective language early literacy instruction prek children developmental language disorder dld goal study inform development new language early literacy professional development program inclusive prek teachers eight schoolbased slps participated 1hr virtual focus group conducted via zoom recording technology researchers used conventional content analysis approach analyze focus group data identify themes discussion researchers developed two themes slps identified repeated exposure books peer interaction teaching vocabulary visual supports props key elements language literacy instruction integrated variety contexts b slps want time parents teachers support book reading model specific language strategies slps identified several instructional practices inclusive prek teachers could taught use professional development programs support emergent literacy development children dld also discussed need ongoing collaboration slps caregivers teachers maximize childrens early language literacy experiences future research explore impact partnerships caregivers teachers childrens language literacy outcomes