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Direct linkPauls, Laura J.; Archibald, Lisa M. D. – Autism & Developmental Language Impairments, 2021
Background and aims: Narrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related…
Descriptors: Language Impairments, Children, Preadolescents, Intervention
Download full textKelley, Elizabeth Spencer; Barker, R. Michael; Peters-Sanders, Lindsey; Madsen, Keri; Seven, Yagmur; Soto, Xigrid; Olsen, Wendy; Hull, Katharine; Goldstein, Howard – Grantee Submission, 2020
Purpose: Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, "Story Friends," designed to improve vocabulary knowledge of at-risk preschool children. Method: Twenty-four early-childhood…
Descriptors: Vocabulary Development, Early Childhood Education, Preschool Children, At Risk Students
Kelley, Elizabeth Spencer; Barker, R. Michael; Peters-Sanders, Lindsey; Madsen, Keri; Seven, Yagmur; Soto, Xigrid; Olsen, Wendy; Hull, Katharine; Goldstein, Howard – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, Story Friends, designed to improve vocabulary knowledge of at-risk preschool children. Method: Twenty-four early-childhood classrooms were…
Descriptors: Vocabulary Development, Curriculum Implementation, Early Childhood Education, Preschool Children
Spencer, Trina D.; Moran, Meghan; Thompson, Marilyn S.; Petersen, Douglas B.; Restrepo, M. Adelaida – Grantee Submission, 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. Participants were 3-5 year old children (n = 81) who were learning English and whose…
Descriptors: Preschool Children, Spanish Speaking, English (Second Language), Second Language Learning
Logan, Jessica A. R.; Dynia, Jaclyn M.; Justice, Laura M.; Sawyer, Brook – Learning Disability Quarterly, 2019
The overall purpose of this study was to examine caregivers' adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children's language ability, caregiver education, and whether the child has a disability. Caregivers of…
Descriptors: Family Environment, Reading Programs, Family Characteristics, Language Skills
Goldstein, Howard; Kelley, Elizabeth; Greenwood, Charles; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; McCarthy, Tanya; Schneider, Naomi; Spencer, Trina – Grantee Submission, 2016
Purpose: We investigated a small-group intervention designed to teach vocabulary and comprehension skills to preschoolers who were at risk for language and reading disabilities. These language skills are important and reliable predictors of later academic achievement. Method: Preschoolers heard prerecorded stories 3 times per week over the course…
Descriptors: At Risk Students, Preschool Children, Early Intervention, Reading Difficulties
Kelley, Elizabeth Spencer; Goldstein, Howard; Spencer, Trina D.; Sherman, Amber – Grantee Submission, 2015
This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering lessons are embedded in a series of storybooks.A randomized group design with an embedded…
Descriptors: Intervention, Vocabulary Development, Reading Comprehension, At Risk Students
