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Westerveld, Marleen F.; van Bysterveldt, Anne K. – Child Language Teaching and Therapy, 2022
The ability to narrate past personal events is important for classroom participation and socio-emotional wellbeing. Although school-age children with Down syndrome show significant challenges producing personal event narratives, there is little research to guide personal narrative intervention. This study used a single subject experimental design…
Descriptors: Down Syndrome, Students with Disabilities, Personal Narratives, Intervention
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Hopkins, Thomas; Harrison, Emily; Coyne-Umfreville, Emily; Packer, Melanie – Child Language Teaching and Therapy, 2022
Studies that have examined whole-school interventions that target conceptual knowledge reveal characteristics that are important in the delivery of a deep processing approach to word learning. These consist of explicit instruction, play, and multi-sensory experiences that are situated within and repeated across varied contexts. Word Aware (WA) is…
Descriptors: Intervention, Receptive Language, Vocabulary, Program Effectiveness
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Tribushinina, Elena; Niemann, Geke; Meuwissen, Joyce – Child Language Teaching and Therapy, 2023
This article is one of the first attempts to study the mechanisms of foreign language learning by children with DLD. We test the effectiveness of a cognate intervention aiming to enhance cross-linguistic awareness of Dutch-speaking primary-school pupils with DLD, as part of their English as a Foreign Language (EFL) curriculum. The participants…
Descriptors: Second Language Learning, English (Second Language), Elementary School Students, Students with Disabilities
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Frey, Nathalie; Lüke, Carina – Child Language Teaching and Therapy, 2023
Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and…
Descriptors: Vocabulary Development, Academic Language, Nonverbal Communication, Elementary School Students
Hessling Prahl, Alison; Jones, Ragan; Schuele, C. Melanie; Camarata, Stephen – Child Language Teaching and Therapy, 2022
This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per…
Descriptors: Phonological Awareness, Intervention, Down Syndrome, Case Studies
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Dean, Jessica; Pascoe, Michelle; le Roux, Jane – Child Language Teaching and Therapy, 2021
Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for…
Descriptors: Elementary School Students, Intervention, Reading Instruction, Reading Comprehension