Testing Balance Function in Spanish-Speaking Patients

1995 ◽  
Vol 4 (2) ◽  
pp. 15-23 ◽  
Author(s):  
Jody Newman-Ryan ◽  
Briseida DeLeon Northrup ◽  
Claudia Villarreal-Emery

In conclusion, clinicians are advised to avoid becoming complacent with the notion that they are doing the best they can in working with culturally diverse populations, and instead are advised to strive towards excellence in providing services that are linguistically and culturally appropriate (Erickson & Iglesias, 1986). This article is only one step towards the goal of providing better services to patients who are Spanish-speaking and who are suspected of having balance difficulties. Further work in the area of providing clinical services to this population is definitely needed.

2005 ◽  
Vol 15 (1) ◽  
pp. 101-125 ◽  
Author(s):  
Gigliana Melzi ◽  
Margaret Caspe

The present study examined the narrative styles of Spanish-speaking Peruvian and English-speaking U.S. American, college-educated mothers as they shared a wordless book with their three-year old children. Results show two distinct book reading narrative styles: Storytellers, who act as the sole narrator of an engaging story with minimal child participation, and storybuilders, who co-construct the story with their young children. The two maternal styles are discussed in relation to possible differences in conceptions of oral narrative and of the roles narrator and audience play in the construction of a story. Results of the present study have implications for literacy intervention programs in culturally diverse populations.


2001 ◽  
Author(s):  
Renee Taylor ◽  
Gary Harper ◽  
Audrey Bangi ◽  
Radhika Chimata ◽  
Danielle Johnson

Author(s):  
Francis Lu ◽  
Roberto Lewis-Fernández ◽  
Annelle Primm ◽  
Russell Lim ◽  
Neil Aggarwal

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