Child Language Teaching and Therapy (CLTT)

Child Language Teaching and Therapy is a well-established, interdisciplinary scholarly journal that addresses the assessment, intervention, and management of children’s language and communication challenges. First published in 1985, it has become a key platform for research that bridges theoretical insights and practical applications in fields such as speech and language therapy, education, psychology, and linguistics. The journal’s content emphasizes evidence-based approaches to support children with developmental language disorders, literacy difficulties, and diverse communicative needs, promoting collaborative practice among clinicians, educators, researchers, and therapists. It publishes original research articles, comprehensive reviews, commissioned keynote reviews, and special themed issues, making it relevant to both academic and professional audiences worldwide. Articles often explore intervention efficacy, conversational and narrative skills development, parent–child interaction strategies, inclusive education practices, and culturally responsive approaches to language support. As an international journal with rigorous peer review and ethical standards, it serves as an influential resource for advancing knowledge and improving practice in child language teaching and therapy.

Child Language Teaching and Therapy (CLTT) is :-

• International, Peer-Reviewed, Open Access, Refereed, Education, particularly intervention and management of speech, language and communication difficulties., h, review articles, and special issues relevant to education, speech and language therapy, psychology, and linguistics , Online or Print , Triennially Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 0265-6590, E-ISSN: 1477-0865, Established: 1985, Impact Factor: 1.1
• Does Not Provide Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE