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Direct linkUccelli, Paola; Demir-Lira, Özlem Ece; Rowe, Meredith L.; Levine, Susan; Goldin-Meadow, Susan – Child Development, 2019
This study examines whether children's decontextualized talk--talk about nonpresent events, explanations, or pretend--at 30 months predicts seventh-grade academic language proficiency (age 12). Academic language (AL) refers to the language of school texts. AL proficiency has been identified as an important predictor of adolescent text…
Descriptors: Academic Language, Language Proficiency, Toddlers, Grade 7
Chow, Jason C.; Ekholm, Eric; Bae, Christine L. – Assessment for Effective Intervention, 2021
It is common in intervention research to use measures of working memory either as an explanatory or a control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children (N = 414) on two forms of verbal…
Descriptors: Verbal Ability, Short Term Memory, Child Language, Cognitive Ability
Lewis, Barbara A.; Avrich, Allison A.; Freebairn, Lisa A.; Hansen, Amy J.; Sucheston, Lara E.; Kuo, Iris; Taylor, H. Gerry; Iyengar, Sudha K.; Stein, Catherine M. – Journal of Speech, Language, and Hearing Research, 2011
Purpose: To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Method: Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years).…
Descriptors: Spelling, Articulation (Speech), Structural Equation Models, Oral Language
