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Direct linkJoseph H. R. Maes; Annette R. Scheper; Daan Hermans; Constance T. W. M. Vissers – International Journal of Language & Communication Disorders, 2025
Background: The implicit learning deficit hypothesis claims that impaired implicit learning underlies deficits in social-communicative abilities associated with developmental language disorder (DLD). However, previous research testing this hypothesis revealed inconsistent results and largely used process-impure sequential learning tasks. Aims:…
Descriptors: Language Impairments, Developmental Disabilities, Preadolescents, Early Adolescents
Elizabeth Spencer Kelley; Lindsey Peters-Sanders; Houston Sanders; Keri Madsen; Yagmur Seven; Howard Goldstein – Grantee Submission, 2025
Introduction: The current study examined the extent to which static and dynamic measures of vocabulary and word learning predicted response and identified poor responders to a vocabulary intervention. Methods: Participants were 46 preschool children in classrooms randomly assigned to complete the Story Friends intervention in two…
Descriptors: Vocabulary Development, Preschool Children, Preschool Education, Predictor Variables
Brook Sawyer; Annemarie Hindman; Julie Smith; Carol Scheffner Hammer; Julie Santoro – Language, Speech, and Hearing Services in Schools, 2025
Purpose: Parent engagement is a critical component of optimizing services for young children with disabilities, including those with language disorders. Without training, however, many parents may lack the knowledge and skills to effectively facilitate their children's language development during the essential early childhood years. The Parents…
Descriptors: Parent Role, Intervention, Developmental Disabilities, Language Impairments
