The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Personalized Content in the Intervention Process – a Key to the Success in Speech Therapy for Pre-Schoolers
Open accessAbstract
The paper is devoted to reveal the importance and necessity of the personalizd content for a child in the intervention process in speech therapy. Every child is special and unique; his interests and desires are important for speech therapist. Child has to be an active participant in speech therapy sessions. His strengths are the basement for the development. New knowledge for pre-schoolers is formed on the basis of the existing knowledge; it needs to be purposefully developed by teachers and this can be done if a child is engaging in the learning process. The active participation of a child in speech therapy sessions increases the child’s motivation and attachment to the task to be performed, thus contributing to a faster and more effective result. This research is topical according to the tendencies in teaching-learning and due to the education processes in pre-school. The aim of the study is to reveal the possibility to find effective approach in speeech therapy sessions for the pre-schoolers using materials interesting for them. Methods used are: literature review, questionnaire for parents and observation of children in speech therapy sessions. Theoretical background is not only the personalized content; it is linked also with speech therapy, intervention process and children participating in speech therapy sessions. Main findings reveal the improvement of the pronunciation of pre-school children and besides the satisfaction and good mood during all observed speech therapy sessions.
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“In addition, therapy sessions must be engaging for the children to ensure that they adhere to prescribed exercises. 10”
From Artificial intelligence (AI)-driven technologies for managing pediatric speech and language therapy: A scoping review (2025) · cites this paper as [10]
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Cites
A systematic literature review of personalized learning terms
Shemshack, A., & Spector, J. M. (2020) · Smart Learning Environments · doi:10.1186/s40561-020-00140-9 · Cited by 740
Measuring the impact of online personalisation: Past, present and future
Zanker, M., Rook, L., & Jannach, D. (2019) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2019.06.006 · Cited by 213
Analysis of the concept of Meaningful Learning in light of the Ausubel's Theory
Agra, G., Formiga, N. S., de Oliveira, P. S., Costa, M. M. L., Fernandes, M. D. G. M., & da Nóbrega, M. M. L. (2019) · Revista Brasileira de Enfermagem · doi:10.1590/0034-7167-2017-0691 · Cited by 193
Mystakidis, S. (2021) · Encyclopedia · doi:10.3390/encyclopedia1030075 · Cited by 150
Insights from 200+ years of personalized learning
Dockterman, D. (2018) · npj Science of Learning · doi:10.1038/s41539-018-0033-x · Cited by 81
How Does Personalized Learning Affect Student Achievement?
Pane, J. F., Steiner, E. A., Baird, M., et al. (2017) · RAND Corporation eBooks · doi:10.7249/rb9994 · Cited by 51
A utilização da teoria da aprendizagem significativa no ensino da Enfermagem
de Sousa, A. T. O., Formiga, N. S., Oliveira, S. H. D. S., Costa, M. M. L., & Soares, M. J. G. O. (2015) · Revista Brasileira de Enfermagem · doi:10.1590/0034-7167.2015680420i · Cited by 48
A Teoria da Aprendizagem Significativa de David Ausubel: uma análise das condições necessárias
da Silva, J. B. (2020) · Research Society and Development · doi:10.33448/rsd-v9i4.2803 · Cited by 30
Namsone, D., Olina, Z., France, I., Dudareva, I., Čakāne, L., Pestovs, P., Bērtule, D., Logins, J., Volkinsteine, J., Lace, G., et al. (2018) · LU Akadēmiskais apgāds eBooks · doi:10.22364/ml.2018 · Cited by 27
The effects of personalisation on young children's spontaneous speech during shared book reading
Kucirkova, N. I., Messer, D. J., & Sheehy, K. (2014) · Journal of Pragmatics · doi:10.1016/j.pragma.2014.07.007 · Cited by 25
Research works printed but not linked: 3
- Kucirkova, N. (2019). Children's agency by design: Design parametrs for personalization in story-making apps. International Journal of Child-Computer interaction, 21(2019), 112- 120. https://doi.org/10.1016/j.jcci.2019.06.003 · DOI
- Kucirkova, N., Gerard, L. & Lim, M. C. (2021). Designing personalized instruction. A research and design framework. British Journal of Educational Technology, 52, 1839- 1861. doi:10:1111/bjet.13119
- 2015680420i · DOI
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Dadgar, M., Ennis, C., Mokgosi, K., & Ross, R. (2025) · DIGITAL HEALTH · doi:10.1177/20552076251376533 · Cited by 4
“10 As a result, the high cost, long waiting times, and inaccessibility of traditional SLT approaches pose signi fi cant challenges to providing comprehensive care for children with SSDs.”
Metadata
- Authors
- University of Latvia, & Tubele, S.
- ORCID
- Tubele, Sarmite
- Venue
- Human, Technologies and Quality of Education, 2022
- Publisher
- University of Latvia Press
- Published
- 2022
- Pages
- 932-941
- OpenAlex
- W4313013991
- Cited by
- 2
- References
- 12
- Citations by year
- 2025: 2
- FWCI
- 2.11
- Type
- conference paper
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Human, Technologies and Quality of Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Health Sciences › Health Professions › Speech and Hearing › Voice and Speech Disorders
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- content personalization, speech therapy, preschool children, children's participation, motivation, children's interests, pronunciation development, parental satisfaction
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- University of Latvia, & Tubele, S. (2022). Personalized Content in the Intervention Process – a Key to the Success in Speech Therapy for Pre-Schoolers. Human, Technologies and Quality of Education, 2022. https://doi.org/10.22364/htqe.2022.66
