Language assessment in primary progressive aphasia: Which components should be tested? by Andressa Aguiar da Silva, Marcela Lima Silagi, Karin Zazo Ortiz

“…<h4>Results</h4>A statistically significant performance difference was found between the PPAG and CG on the following tasks: structured interview, oral comprehension of phrases, oral narrative discourse, written comprehension of phrases, written dictation, sentence repetition, semantic verbal fluency, oral naming of nouns and verbs, object manipulation, phonological verbal fluency, body part recognition and left-right orientation, written naming of nouns, oral text comprehension, number dictation, written narrative discourse, written text comprehension and numerical calculations (mental and written).…”
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Exploring the nature of stuttering through a behavioral-neuro-modulation intervention program in bilinguals with stuttering by Chanchal Chaudhary, Samir Kumar Praharaj, Gopee Krishnan

“…Current literature points towards deficits in speech-related motor areas of the brain to abnormalities in linguistic planning and phonological memory playing a role in stuttering. Examining cross-linguistic generalization of treatment gains from treated to untreated language in bilinguals who stutter may provide a unique opportunity to explore the motor and linguistic factors in stuttering. …”
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தற்காலப் பயன்பாட்டில் வினையெச்சச் சொற்கள் / Adjectives in Modern Use by கோ. கோகிலா / G. Kokila

“…By categorizing verbs based on their morphological and phonological behavior is useful for understanding their transformations and functions. …”
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The relationship between malocclusion and speech patterns: a cross-sectional study by Nada E. Tashkandi, Razan AlDosary, Hissah Zamandar, Misk Alalwan, Mohannad Alwothainani, Hissah Aljoaid, Duaa Alghazhmri, Eman Allam, Anand Marya, Samar M. Adel

“…The Jeddah Institute for Speech and Hearing Centre (JISH) articulation test was used to assess the phonologic abilities of the participants. Mann-Whitney U test was utilized for the statistical analysis. …”
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The Neural Development of Chinese Lexical Tone Perception: A Mismatch Negativity Study Across Childhood, Adolescence, and Adulthood by Han Wu, Yixiao Zhang, Yiru Liu, Shijun Zhang, Linjun Zhang, Hua Shu, Yang Zhang

“…Background/Objectives: In a tonal language like Chinese, phonologically contrasting tones signify word meanings at the syllable level. …”
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The Influence of English Language Developmental Trends on Teaching Morphology in Selected Secondary Schools in Kabale Municipality Kabale District . by Kenyangi, Justine

“…Comprehension skills was more autonomous as being mentioned by the respondents such skills that are academically mediated to transfer communication e.g. skills of reading to skills of writing. Phonological process also influences the first language on learning and teaching English among secondary school students. …”
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Cognitive, linguistic, and methodological considerations in teaching professional vocabulary to information technology (IT) students. by V. Borshchovetska, T. Harbuza, A. Durdas, V. Semidotska

“…Data obtained both from student questionnaires and experimental outcomes prove the effectiveness of using the following mnemonic techniques for teaching English IT vocabulary: semantic grouping, phonological similarity grouping, words with similar initial letters grouping, abbreviations, similar structural elements within words, loci method, hanger words, and the Keyword method. …”
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Microstructural lateralization of thalamocortical connections in individuals with a history of reading difficulties by Yueye Zhao, Jianyi Liu, Xue'er Ma, Zi-Gang Huang, Jingjing Zhao

“…Reading-related abilities including reading accuracy, phonological awareness, and rapid automatized naming were assessed. …”
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Evaluating a targeted selective speech, language, and communication intervention at scale – Protocol for the Happy Talk cluster randomised controlled trial. [version 3; peer review... by Pauline Frizelle, Darren Dahly, Aoife O'Shea, Aileen Murphy, Cristina McKean

“…Training/coaching includes core interaction skills (modelling, expanding, balancing questions and comments), early literacy and phonological awareness. Blinded assessments pre- and immediately post-intervention and at 6 months follow up, will measure the primary outcomes of children’s receptive and expressive language and functional impact, and secondary outcomes of quality of life. …”
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