Publication Date
In 2025 | 3 |
Since 2024 | 6 |
Descriptor
Language Skills | 6 |
Sentence Structure | 6 |
Preschool Children | 4 |
Program Effectiveness | 3 |
Child Language | 2 |
Early Intervention | 2 |
Expressive Language | 2 |
Foreign Countries | 2 |
Korean | 2 |
Language Acquisition | 2 |
Sentences | 2 |
More ▼ |
Source
International Journal of… | 3 |
Language Learning and… | 1 |
Scientific Studies of Reading | 1 |
Second Language Research | 1 |
Author
Anastasia Trebacz | 2 |
Cristina McKean | 2 |
Helen Stringer | 2 |
Sean Pert | 2 |
Angela Xiaoxue He | 1 |
Annelies E. Bron | 1 |
Annette R. Scheper | 1 |
April Camping | 1 |
Carolyn Letts | 1 |
Christine Jack | 1 |
Elaine Ashton | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Tests/Questionnaires | 1 |
Education Level
Early Childhood Education | 1 |
Elementary Education | 1 |
Grade 1 | 1 |
Grade 2 | 1 |
Higher Education | 1 |
Postsecondary Education | 1 |
Primary Education | 1 |
Audience
Location
South Korea | 2 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Test of Word Reading… | 1 |
Wechsler Individual… | 1 |
What Works Clearinghouse Rating
Anastasia Trebacz; Cristina McKean; Helen Stringer; Sean Pert – International Journal of Language & Communication Disorders, 2024
Background: Early intervention is recommended for pre-school children with low language. However, few robustly evaluated language interventions for young children exist. Furthermore, in many interventions the theoretical underpinnings are underspecified and the 'active ingredients' of the interventions not tested. This paper presents a…
Descriptors: Early Intervention, Preschool Children, Program Effectiveness, Sentences
Annelies E. Bron; Annette R. Scheper; Margriet A. Groen; Ludo T. W. Verhoeven – International Journal of Language & Communication Disorders, 2025
Background: Poor intelligibility is common in young children with developmental language disorders (DLDs). Relatedly, children with DLD and poor intelligibility, like children with DLD solely, have often also difficulties in other aspects of language abilities: such as making grammatical and cohesive sentences and telling narratives with an…
Descriptors: Preschool Children, Child Language, Language Impairments, Intelligibility
Huanhuan Shi; Angela Xiaoxue He; Hyun-Joo Song; Kyong-Sun Jin; Sudha Arunachalam – Language Learning and Development, 2024
To learn new words, particularly verbs, child learners have been shown to benefit from the linguistic contexts in which the words appear. However, cross-linguistic differences affect how this process unfolds. One previous study found that children's abilities to learn a new verb differed across Korean and English as a function of the sentence in…
Descriptors: Verbs, Sentence Structure, Korean, Monolingualism
Hyunwoo Kim; Sun Hee Park – Second Language Research, 2024
It remains an open question whether second language (L2) learners can process linguistic properties at the syntax-discourse interface. This study examines this issue in the context of the L2 processing of Korean dative sentences under different information structure requirements. Given that discourse constraints associated with information…
Descriptors: Korean, Second Language Learning, Syntax, Sentence Structure
Cristina McKean; Christine Jack; Sean Pert; Carolyn Letts; Helen Stringer; Mark Masidlover; Anastasia Trebacz; Robert Rush; Emily Armstrong; Kate Conn; Jenny Sandham; Elaine Ashton; Naomi Rose – International Journal of Language & Communication Disorders, 2025
Background: Children's language abilities set the stage for their education, psychosocial development and life chances across the life course. Aims: To compare the efficacy of two preschool language interventions delivered with low dosages in early years settings (EYS): Building Early Sentences Therapy (BEST) and an Adapted Derbyshire Language…
Descriptors: Randomized Controlled Trials, Program Effectiveness, Preschool Children, Child Language
Young-Suk Grace Kim; Karen R. Harris; Rebecca Goldstone; April Camping; Steve Graham – Scientific Studies of Reading, 2025
Purpose: We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method: A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US…
Descriptors: Reading Writing Relationship, Reading Instruction, Writing Instruction, Grade 1