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  <channel>
    <title>Pearson Speech and Language Podcasts</title>
    <link>http://speechandlanguage.com</link>
    <description>Language ability is a prerequisite to reading sucess. As a speech-language professional, you can make all the difference by pinpointing possible language difficulties early and providing the right therapy.</description>
    <language>en</language>
    <item>
      <title>        Making Informed Decisions about Literacy Intervention in Schools: An Adolescent Literacy Example</title>
      <pubDate>Friday, 2 May 2008 10:00:00 +0000</pubDate>
      <description>Speech-language pathologists (SLPs) in schools are exploring new or expanded roles with literacy, including intervention with students with language impairment (LI). At the same time, they seem to be struggling to find the motivation and time to engage in evidence-based practice (EBP). The author makes the case that EBP fits well within school culture. An example is provided to demonstrate how a school SLP can utilize the questions to make EBP decisions regarding literacy-related interventions.</description>

      <link>http://speechandlanguage.com/podcast/EBPVol3Num1.mp3</link>
    </item>
     <item>
      <title>
     Parent-Implemented Interactive Language Intervention: Can It Be Used Effectively?
      </title>
      <pubDate>
       Friday, 13 Jun 2008 10:00 +0000
      </pubDate>
      <description>
   In this brief, a hypothetical clinician takes on the task of identifying a "research based" approach for training parents to provide language intervention in the home environment. This brief describes a four-step process for identifying effective interventions, and describes the outcomes of this process as applied to home-based parent-implemented language intervention.
      </description>
      <link>http://speechandlanguage.com/podcast/EBPVol2Num1.mp3</link>
    </item>
    <item>
      <title>
       Author Interview: Making Informed Decisions about Literacy Intervention in Schools: An Adolescent Literacy Example
      </title>
      <pubDate>
        Thursday, 3 Jul 2008 10:00 +0000
      </pubDate>
      <description>
        The author makes the case that EBP fits well within school culture. An example is provided to demonstrate how a school SLP can utilize the questions to make EBP decisions regarding literacy-related interventions.
      </description>
      <link>http://www.speechandlanguage.com/podcast/EBPVol3Num1chat.mp3</link>
    </item>
    <item>
      <title>
        English Literacy Development for English Language Learners: Does Spanish Instruction Promote or Hinder?
      </title>
      <pubDate>
        Wednesday, 30 Jul 2008 10:00 +0000
      </pubDate>
      <description>
        In this brief, the authors consider whether instruction in a child¹s native language (particularly Spanish) hinders or promotes learning of literacy in English. The authors conduct a four-step process for identifying research on this topic, examining this literature, and then determining the answer to this clinical question. The results suggest that supporting a child's home/native language promotes rather than hinders development of English literacy skills.
      </description>
      <link>http://www.speechandlanguage.com/podcast/EBPVol2Num2.mp3</link>
    </item>
    <item>
      <title>
        Self-Regulated Strategy Development for Written Expression: Is it Effective for Adolescents?
      </title>
      <pubDate>
       Tuesday, 30 Sep 2008 10:00 +0000
      </pubDate>
      <description>
        An educator examines why the special education students at his small, urban high school have difficulty with writing and what he can do to help.
      </description>
      <link>http://www.speechandlanguage.com/podcast/EBPVol2Num3.mp3</link>
    </item>
    <item>
      <title>
        Finding, Analyzing and Implementing a Phonemic Awareness Intervention: Guidelines to a Decision-Making Process
      </title>
      <pubDate>
      Friday, 31 Oct 2008 10:00 +0000
      </pubDate>
      <description>
        A reading specialist and an SLP team up to support a change request to a 3rd grader’s Individualized Education Plan (IEP) regarding phonemic awareness intervention. Will they find the evidence they need to support the IEP change?
      </description>
      <link>http://www.speechandlanguage.com/podcast/EBPVol3Num3.mp3</link>
    </item>
    <item>
      <title>
        Evidence-Based Practice for School-Age Stuttering: Balancing Existing Research with Clinical Practice
      </title>
      <pubDate>
        Monday, 3 Dec 2008 10:00 +0000
      </pubDate>
      <description>
        A speech-language pathologist (SLP) works with a child who stutters to translate successes from the therapy room to her school and home settings. When the current treatment plan isn't working, the SLP looks to research for answers. What process will she use to narrow and evaluate the research in order to make effective treatment changes?
      </description>
      <link>http://www.speechandlanguage.com/podcast/EBPVol2Num4.mp3 </link>
    </item>
    <item>
      <title>
        A Clinical Language/Literacy Decision: Evidence-based Story Grammar Instruction
      </title>
      <pubDate>
       Monday,  12 Jan 2009 10:00 +0000
      </pubDate>
      <description>
        An SLP in a small urban elementary school wants to help second grade students on his caseload improve their reading comprehension. He looks to his knowledge of evidence-based practice for the answer to his question: does explicit instruction in story grammar positively impact elementary school students’ comprehension abilities in reading narrative text?
      </description>
      <link>http://www.speechandlanguage.com/podcast/EBPVol3Num4.mp3</link>
    </item>
      <item>
      <title>
       Choosing the Language of Intervention for Spanish-English Bilingual Preschoolers with Language Impairment
      </title>
      <pubDate>
       Monday,  10 Mar 2010 10:00 +0000
      </pubDate>
      <description>
       Katy is a speech-language pathologist working with a preschooler who has just been indentified as having language impairment, and speaks predominantly Spanish. In his home environment, Spanish is the primary language and his parents want him to be able to communicate in that environment, as well as at school. The child's teacher, however, believes that intervention should be in English. In which language should Katy conduct intervention?
      </description>
      <link>http://www.speechandlanguage.com/podcast/EBPVol5Num1chat.mp3</link>
    </item>
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