Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Author
| Calder, Samuel David | 1 |
| Goldstein, Howard | 1 |
| Kelley, Elizabeth Spencer | 1 |
| Koch, Lauren | 1 |
| Pogorzelski, Simmone | 1 |
| Shenoy, Sunaina | 1 |
| Sherman, Amber | 1 |
| Spencer, Trina D. | 1 |
| Taylor, Anna Louise | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Preschool Education | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| Australia | 1 |
| California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Clinical Evaluation of… | 3 |
| Expressive One Word Picture… | 1 |
| Peabody Picture Vocabulary… | 1 |
| Preschool Language Scale | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkTaylor, Anna Louise; Calder, Samuel David; Pogorzelski, Simmone; Koch, Lauren – Child Language Teaching and Therapy, 2021
Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A…
Descriptors: Developmental Delays, Language Impairments, Oral Language, Intervention
Download full textKelley, 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
Shenoy, Sunaina – Berkeley Review of Education, 2014
English language learners (ELLs) who are in the process of acquiring English as a second language for academic purposes, are often misidentified as having Language Learning Disabilities (LLDs). Policies regarding the assessment of ELLs have undergone many changes through the years, such as the introduction of a Response to Intervention (RTI)…
Descriptors: English (Second Language), Second Language Learning, Language Impairments, Language Skills
