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Direct linkLindsay Pennington; Lily Potts; Janice Murray; Johanna Geytenbeek; Kate Laws; Jenefer Sargent; Michael Clarke; John Swettenham; Julie Lachkovic; Catherine Martin; Elaine McColl – International Journal of Language & Communication Disorders, 2025
Background: Current UK measures of early spoken language comprehension require manipulation of toys and/or verbal responses and are not accessible to children with severe motor impairments. The Computer-Based Instrument for Low motor Language Testing (C-BiLLT) (originally validated in Dutch) is a computerized test of spoken language comprehension…
Descriptors: Foreign Countries, Children, Motor Development, Psychomotor Skills
Touw, Kirsten W. J.; Vogelaar, Bart; Thissen, Floor; Resing, Wilma C. M. – Educational & Child Psychology, 2019
Background: Outcomes of static tests provide an indication of what children have learned in the past, up to the moment of testing, and can therefore underestimate the cognitive abilities of atypically developing children, such as children with language difficulties. In contrast, dynamic tests aim to examine children's potential for learning. The…
Descriptors: Alternative Assessment, Prompting, Language Impairments, Language Skills
Stevenson, Claire E. – International Journal of Artificial Intelligence in Education, 2017
This study contrasted the effects of tutoring, multiple try and no feedback on children's progression in analogy solving and examined individual differences herein. Feedback that includes additional hints or explanations leads to the greatest learning gains in adults. However, children process feedback differently from adults and effective…
Descriptors: Tutoring, Feedback (Response), Children, Short Term Memory
