revistas
TRANSCRIPT
Se reproducen los sumarios de estas revistas.
– Folia Phoniatrica et Logopaedica
– Journal of Deaf Studies and Deaf Education
– Topics in Language Disorders
– International Journal of Language & CommunicationDisorders
– Clinical Linguistics & Phonetics
– Acta Phoniatrica Latina
Folia Phoniatrica et LogopaedicaVolume 53, n.º 3, 2001
Cheng L (San Diego, Calif.), Battle D. (Buffalo,N.Y.), Murdoch B (St. Lucia), Martin D (Birming-ham). Educating speech-language pathologists for amulticultural world . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Semela JJM (Cape town). Significance of cultural va-riables in assessment and therapy . . . . . . . . . . . . . . . 128
Laganaro M, Overton Venet M (Genève). Acquiredalexia in multilingual aphasia and computer-assistedtreatment in both languages: Issues of generalisa-tion and transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
De Picciotto J, Friedland D (Johannesburg). Verbalfluency in elderly bilingual speakers: Normative dataand preliminary application to Alzheimer’s disease . 145
Jordaan H, Shaw-Ridley G, Serfontein J, OrelowitzK, Monaghan N (Johannesburg). Cognitive and lin-guistic profiles of specific language impairment andsemantic-pragmatic disorder in bilinguals . . . . . . . . 153
Holm A, Dodd B (Newcastle upon Tyne). Compari-son of cross-language generalisation following spe-ech therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Hus Y (Montreal). Early reading for low-SES mino-rity language children: An attempt to ‘Catch Thembefore They Fall’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Journal of Deaf Studies and Deaf EducationVolume 6, n.º 2, Spring 2001
Schirmer BR. Using research to improve literacypractice and practice to improve literacy research . . 83
Figueras-Costa B, Harris P. Theory of mind develop-ment in deaf children: a nonverbal of false-belief un-derstanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Anderson U, Lyxell B, Rönnberg J, Spens KE. Cog-nitive correlates of visual speech understanding inhearing-impaired individuals . . . . . . . . . . . . . . . . . . . 103
Anderson U, Lyxell B, Rönnberg J, Spens KE. Ef-fects of tactile training on visual speechreading: Per-formance changes related to individual differencesin cognitive skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Freebody P, Power D. Interviewing deaf adults inpostsecondary educational settings: Stories, culturesand life histories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Meadow-Orlans KP. Research and deaf education:Moving ahead while glancing back . . . . . . . . . . . . . . 143
Topics in Language disordersVolume 21, n.º 2, February 2001
Simon JA. Legal issues in serving postsecondary stu-dents with disabilities . . . . . . . . . . . . . . . . . . . . . . . . . 1
Ganschow L, Philips L, Schneider E. Closing thegap: Accommodating students with language learn-ing disabilities in college . . . . . . . . . . . . . . . . . . . . . . 17
Sparks RL. Foreign language learning problems onstudents classified as learning disabled and non-learning disabled: Is there a difference? . . . . . . . . . . 38
Downey DM, Snyder LE. Curricular accommoda-tions for college students with language learning dis-abilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Strawser S, Miller SP. Math failure and learning dis-abilities in the postsecondary student population . . . 68
International Journal of Language & CommunicationDisordersVolume 36, n.º 2 April-June 2001
Hill EL. Non-specific language impairment: A reviewof the literature with regard to concomitant motor im-pairments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Rev Logop Fon Audiol 2001; XXI(4): 202-203202
INFORMACIÓN
REVISTAS
Snowling MJ, Adams JW, Bishop DVM, StothardSE. Educational attainments of school leavers withpreschool history of speech-language impairments . 173
Hammer CS, Tomblin JB, Zhang X, Weiss AL. Rela-tionship between parenting behaviours and specificlanguage impairment in children . . . . . . . . . . . . . . . . 185
Conti-Ramsden G, Botting N, Simkin Z, Knox E. Fo-llow-up children attending infant language units:Outcomes at 11 years of age . . . . . . . . . . . . . . . . . . . 207
Thordardottir ET, Weismer SE. High-frequency verbsand verb diversity in the spontaneous speech of scho-ol-age children with specific language impairment . . 221
Bernicot J, Dardier V. Communication deficit: As-sessment of subjects with frontal lobe damage in aninterview setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Clinical Linguistics & PhoneticsVolume 15, n.º 3, April-May 2000
Bunton K, Kent RD, Kent JF, Duffy JR. The effects offlattening fundamental frequency contours on senten-ce intelligibility in speakers with dysarthria . . . . . . . 181
Dankovicová J, Gurd JM, Marshall JC, MacMahonMKC, Stuart-Smith J, Coleman JS, Slater A. Aspectsnon-native pronunciation in case of altered accentfollowing stroke (foreign accent syndrome) . . . . . . . . 195
Nippold MA. Phonological disorders and stutteringin children: What is frequency of co-occurrence? . . . 219
Ferguson A, Elliot N. Analysing aphasia treatmentsessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Xue SA, Neeley R, Hagstrom F, Hao J. Speaking F0
characteristics of elderly euro-american and Afri-can-American speakers: Building a clinical compa-rative platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Acta Phoniatrica LatinaVolume XXII, n.º 4, 2000
Cancialosi P. Le tappe riabilitative della disfagia neigravi TCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Schindler A, Giladone M, Spadola Bisetti M, Di RosaR, Ottaviani F, Schindler O. L’esame obiettivo nellasindrome disfonica . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Matteucci F, Della Rossa S, Carlucci C, Trianni V,Ursino F, Mallardi V. Valutazione delle alterazionidella voce nel morbo di Parkinson e nelle sindromiparkinsoniane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Salviera C, Romeo M, Morabito A, D’Arrigo C. As-petti elettroacustici nelle disfonie infantili . . . . . . . . . 378
Silverman FH, Puglisi-Creegan S. Italian communi-cation boards for children and adults who are spe-echless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
Bevilacqua F, Aragno AMR. Il danno biologico in fo-niatria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Di Nicola V, Fiorella ML, Luperto P, Fiorella R.L’analisi digitale acustica della voce. Metodologiaprocedurale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
INFORMACIÓN
Rev Logop Fon Audiol 2001; XXI(4): 202-203 203