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What Works Clearinghouse Rating
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What Works Clearinghouse, 2013
"Let's Begin with the Letter People"[R] is an early childhood literacy curriculum that uses 26 thematic units--each of which covers a letter of the alphabet--to develop children's language and early literacy skills. A major focus of the program is phonological awareness, including rhyming, word play, alliteration, and segmentation.…
Descriptors: Emergent Literacy, Preschool Curriculum, Preschool Children, Oral Language
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Guiberson, Mark; Rodriguez, Barbara L.; Dale, Philip S. – Language, Speech, and Hearing Services in Schools, 2011
Purpose: The purpose of the current study was to examine the concurrent validity and classification accuracy of 3 parent report measures of language development in Spanish-speaking toddlers. Method: Forty-five Spanish-speaking parents and their 2-year-old children participated. Twenty-three children had expressive language delays (ELDs) as…
Descriptors: Classification, Accuracy, Validity, Parents
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Hoffman, Jessica L.; Teale, William H.; Paciga, Kathleen A. – Journal of Early Childhood Literacy, 2014
There is widespread agreement with in the field of early childhood education that vocabulary is important to literacy achievement and that reading aloud can support vocabulary growth. However, there are unexplored and significant problems with the ways we assess young children's vocabulary learning from read-alouds. This paper critically reviews…
Descriptors: Early Childhood Education, Vocabulary Development, Language Acquisition, Reading Aloud to Others
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Hennessey, Stephen – International Journal of Disability, Development and Education, 2011
This article describes a method for identifying test items as disability neutral for children with vision and motor disabilities. Graduate students rated 130 items of the Preschool Language Scale and obtained inter-rater correlation coefficients of 0.58 for ratings of items as disability neutral for children with vision disability, and 0.77 for…
Descriptors: Graduate Students, Test Items, Physical Disabilities, Multiple Disabilities
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Friberg, Jennifer C. – Child Language Teaching and Therapy, 2010
Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were…
Descriptors: Test Selection, Language Impairments, Test Validity, Psychometrics
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Corrigan, Roberta – Communication Disorders Quarterly, 2008
This article addresses the acquisition of meaning of words and phrases that refer to aspects of the world that are not directly perceivable. It examines the patterns of semantic input that are available in the linguistic environment that provide clues to allow a child to construct a lexicon that is both broad and deep. These patterns are…
Descriptors: Semantics, Form Classes (Languages), Language Impairments, Vocabulary Development
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Hogan, Sarah; Stokes, Jacqueline; White, Catherine; Tyszkiewicz, Elizabeth; Woolgar, Alexandra – Deafness and Education International, 2008
Providing unbiased data concerning the outcomes of particular intervention methods is imperative if professionals and parents are to assimilate information which could contribute to an "informed choice". An evaluation of Auditory Verbal Therapy (AVT) was conducted using a formal assessment of spoken language as an outcome measure. Spoken…
Descriptors: Intervention, Speech, Oral Language, Hearing Therapy
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Horton-Ikard, RaMonda; Weismer, Susan Ellis – American Journal of Speech-Language Pathology, 2007
Purpose: This study examined the effect of socioeconomic status (SES) on the early lexical performance of African American children. Method: Thirty African American toddlers (30 to 40 months old) from low-SES (n = 15) and middle-SES (n = 15) backgrounds participated in the study. Their lexical-semantic performance was examined on 2 norm-referenced…
Descriptors: African American Children, Toddlers, Language Acquisition, Vocabulary Development
Parsons, A. Sandy; Sabornie, Edward J. – Journal of the Division for Early Childhood, 1987
Evaluation of performance on the Preschool Language Scale of 18 low-vision children (two to four years old) found lower performance than for sighted peers, especially on the Auditory Comprehension Quotient, the Verbal Ability Quotient, and the overall Language Quotient. (Author/DB)
Descriptors: Language Acquisition, Language Skills, Language Tests, Partial Vision
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Baxendale, Janet; Hesketh, Anne – International Journal of Language & Communication Disorders, 2003
Background: Both direct (clinician to child) and indirect (clinician to carer) approaches are currently used in the management of children with language delay, but there is as yet little evidence about their relative effects or resource implications. Aims: This research project compared the Hanen Parent Programme (HPP) in terms of its…
Descriptors: Program Effectiveness, Parents, Intervention, Interaction
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Bird, Elizabeth Kay-Raining; Cleave, Patricia; Trudeau, Natacha; Thordardottir, Elin; Sutton, Ann; Thorpe, Amy – American Journal of Speech-Language Pathology, 2005
Children with Down syndrome (DS) have cognitive disabilities resulting from trisomy 21. Language-learning difficulties, especially expressive language problems, are an important component of the phenotype of this population. Many individuals with DS are born into bilingual environments. To date, however, there is almost no information available…
Descriptors: Down Syndrome, Bilingualism, Children, Language Acquisition
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Clinkert, Robert J. – Illinois School Research and Development, 1978
Normal and learning disabled (LD) first graders were given a battery of language and perceptual-motor-memory (PMM) tests. Results indicated that: LD children generally are less proficient in vocabulary and language tasks; and language tests are better indicators of learning disabilities than PMM tests. (SJL)
Descriptors: Comparative Analysis, Correlation, Language Ability, Language Handicaps
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Rhyner, Paula M. Pecyna; Bracken, Bruce A. – Journal of Communication Disorders, 1988
Comparison of results obtained for 62 normally developing preschool children on the Bracken Basic Concept Scale, the Preschool Language Scale, and the Slosson Intelligence Test revealed low to moderate correlations between the three tests. Results suggest the tests do not measure the same abilities and thus cannot be used interchangeably. (DB)
Descriptors: Cognitive Development, Concept Formation, Disabilities, Handicap Identification