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Direct linkHadley, Elizabeth Burke; Newman, Katherine Mackay; Kim, Eun Sook – Early Education and Development, 2023
Research Findings: The present study investigates both the proximal processes and contextual influences on children's oral language development in preschool. We examine whether teacher language practices vary across activity settings and program type, which teacher language practices predict children's oral language skills, and potential…
Descriptors: Preschool Education, Context Effect, Oral Language, Language Acquisition
Download full textLederberg, Amy R.; Branum-Martin, Lee; Webb, Mi-young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R.; Connor, Carol MacDonald – Grantee Submission, 2019
Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who…
Descriptors: Reading Skills, Finger Spelling, Kindergarten, Grade 1
Spencer, Trina D.; Moran, Meghan; Thompson, Marilyn S.; Petersen, Douglas B.; Restrepo, M. Adelaida – AERA Open, 2020
The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and…
Descriptors: Bilingual Education, Oral Language, Language Skills, Vocabulary Skills
Gillon, Gail; McNeill, Brigid; Denston, Amanda; Scott, Amy; Macfarlane, Angus – Topics in Language Disorders, 2020
This study investigated the response to class-wide phonological awareness and oral language teaching for 40 children who entered school with speech and language difficulties. A stepped wedge research design was adopted to compare the immediate impact of the 10-week teacher-led instruction. The progress of the children with speech and language…
Descriptors: Evidence Based Practice, Phonological Awareness, Oral Language, Speech Impairments
Fricke, Silke; Burgoyne, Kelly; Bowyer-Crane, Claudine; Kyriacou, Maria; Zosimidou, Alexandra; Maxwell, Liam; Lervåg, Arne; Snowling, Margaret J.; Hulme, Charles – Journal of Child Psychology and Psychiatry, 2017
Background: Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods: We conducted a randomized controlled…
Descriptors: Oral Language, Language Skills, Language Impairments, Randomized Controlled Trials
Burgoyne, Kelly; Duff, Fiona J.; Nielsen, Dea; Ulicheva, Anastasia; Snowling, Margaret J. – Language Learning, 2016
We present the case study of MB--a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for…
Descriptors: Bilingualism, Literacy, Russian, Second Language Learning
Geva, Esther; Massey-Garrison, Angela – Journal of Learning Disabilities, 2013
The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The…
Descriptors: Comparative Analysis, Language Skills, English Language Learners, Decoding (Reading)
