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Grey, Brittany; Deutchki, Elizabeth K.; Lund, Emily A.; Werfel, Krystal L. – Journal of Early Intervention, 2022
This study compared preschool spoken language outcomes for children with hearing loss who met the Early Hearing Detection and Intervention (EHDI) guidelines to those who did not, as well as compared outcomes for those who met the current EHDI guidelines to those who met the earlier benchmarks. Finally, the predictive role of meeting each component…
Descriptors: Early Intervention, Preschool Children, Hearing Impairments, Benchmarking
Aktan-Erciyes, Asli – Journal of Language and Linguistic Studies, 2020
The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish language competence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2, starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitive flexibility.…
Descriptors: Longitudinal Studies, Second Language Learning, Native Language, English (Second Language)
Naples, Adam; Tenenbaum, Elena J.; Jones, Richard N.; Righi, Giulia; Sheinkopf, Stephen J.; Eigsti, Inge-Marie – Autism: The International Journal of Research and Practice, 2023
Approximately 30% of autistic children are considered minimally verbal. The field lacks an efficient and reliable measure of communicative capacity among minimally verbal autistic children. Improved methods are needed to determine which children are at greatest risk for minimally verbal outcomes to better target interventions. Here, we present the…
Descriptors: Autism Spectrum Disorders, Young Children, Communication Skills, Verbal Communication
Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra – Journal of Psychoeducational Assessment, 2018
Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability
Anderson, Julie D.; Wagovich, Stacy A.; Ofoe, Levi – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The purpose of this study was to examine cognitive flexibility for semantic and perceptual information in preschool children who stutter (CWS) and who do not stutter (CWNS). Method: Participants were 44 CWS and 44 CWNS between the ages of 3;0 and 5;11 (years;months). Cognitive flexibility was measured using semantic and perceptual…
Descriptors: Semantics, Cognitive Ability, Stuttering, Verbal Communication
Buhr, Anthony P.; Jones, Robin M.; Conture, Edward G.; Kelly, Ellen M. – International Journal of Language & Communication Disorders, 2016
Background: It is already known that preschool-age children who stutter (CWS) tend to stutter on function words at the beginning of sentences. It is also known that phonological errors potentially resulting in part-word repetitions tend to occur on content words. However, the precise relation between word class and repetition type in preschool-age…
Descriptors: Stuttering, Preschool Children, Personal Narratives, Phonology
Colmar, Susan Hilary – Child Language Teaching and Therapy, 2014
Children with delayed language skills, who were from a socio-economic area defined as disadvantaged, made significant improvements in language skills after their parents were trained in easily learned strategies, enabling them to make simple changes in the way they interacted with their children. The 36 children, mean age five years, were…
Descriptors: Parent Child Relationship, Disadvantaged, Intervention, Experimental Groups
Spencer, Elizabeth J.; Schuele, C. Melanie – Clinical Linguistics & Phonetics, 2012
Researchers consistently report that children from low socioeconomic status (SES) families have, on average, smaller vocabularies as assessed by measures of existing vocabulary knowledge than children from higher SES families. Yet, few studies have examined the word-learning process of children from low SES families. The present study was an…
Descriptors: Preschool Children, Socioeconomic Status, Vocabulary, Language Acquisition
Mills, Paulette E.; Beecher, Constance C.; Dale, Philip S.; Cole, Kevin N.; Jenkins, Joseph R. – Journal of Early Intervention, 2014
Play is a significant aspect of preschool curricula. We report two studies that examine the effects of play-related variables: length of free play, type of language instructional approach, degree of structure of free play, and amount of teacher involvement in communication with peers. For each study, we target three dependent variables: rate of…
Descriptors: Play, Peer Relationship, Ecology, Preschool Education

McLoughlin, Caven S.; Gullo, Dominic F. – Language, Speech, and Hearing Services in Schools, 1984
Three standardized language assessment measures (Peabody Picture Vocabulary Test-Revised, Test of Early Language Development, and the Preschool Language Scale) were individually administered to 25 nonreferred, White, middle-class preschoolers. Correlations among the three measures were statistically significant suggesting an interrelationship of…
Descriptors: Disability Identification, Language Handicaps, Language Tests, Preschool Education
Byrd, Courtney T.; Conture, Edward G.; Ohde, Ralph N. – American Journal of Speech-Language Pathology, 2007
Purpose: To investigate the holistic versus incremental phonological encoding processes of young children who stutter (CWS; N = 26) and age- and gender-matched children who do not stutter (CWNS; N = 26) via a picture-naming auditory priming paradigm. Method: Children named pictures during 3 auditory priming conditions: neutral, holistic, and…
Descriptors: Reaction Time, Phonology, Young Children, Phonological Awareness