We examined the relations between teachers' use of comments during book reading sessions in preschool classrooms and the vocabulary growth of children with low and moderately low language ability. Using data from a larger randomized controlled trial, we analyzed comments defined as utterances that give, explain, expand, or define. Comments were…

Both naturalistic communication and parent-implemented interventions are evidence-based practices for young children with disabilities, but demonstrations of effective methods for teaching parents to implement naturalistic interventions successfully with their children are still warranted. The purpose of this study was to examine the effects of a…

This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included…

This study described the commenting practices of Head Start teachers, and the relationship of comments to the expressive and receptive vocabulary growth of children with below-the-mean language ability across one year of preschool. Participants included 52 Head Start teachers, and 489 children (247 early intervention candidates and 242 Head Start…

The study investigates strategies and contexts for supporting the literacy development of young, augmented speakers, whose difficulties in literacy learning are not explained by their levels of cognition alone. Indeed, quantitative and qualitative differences exist in their literacy experiences at home and school. In this study, four primary…