Reading comprehension is contingent on both oral language comprehension and word-level reading ability, skills that are thought to be intrinsically related in the early school years. However, while previous studies examining bidirectional relationships among oral vocabulary and reading development have generally found an association between word…

A growing body of research suggests that fine motor skills (FMS) are associated with language development. In this study, we examined 76 children aged 3-6 years assessing the link between language and FMS. Specific measures included receptive and expressive vocabulary, oral narrative skills, and various fine motor tasks. Hierarchical linear…

This study aims to investigate the impact of digital storytelling activities on children's language skills, specifically focusing on expressive, receptive, and narrative abilities, as well as their utilization of technological elements in their stories. The study involved 18 children who were enrolled in a public kindergarten classroom, and it…

While CLIL programmes have been extensively researched for their impact on L2 learning outcomes, the relationship between young learners' L2 proficiency and subject knowledge has received less attention. This study aimed to address this research gap by examining the science content knowledge of two cohorts of Grade 5 students (n = 100) from two…

Background: Children with developmental language disorder (DLD) have problems acquiring language, affecting their communicative participation, social--emotional functioning (SEF) and quality of life (QoL). Aims: To investigate whether communicative participation mediates the relation between language and SEF and QoL. Methods & Procedures: In a…

Purpose: Graphotactic regularities are statistical regularities governing orthographic systems that children are sensitive to from the start of their literacy learning. The current study observed changes in children's sensitivity to a set of graphotactic patterns across different grades in elementary school and measured the contribution of skills…

We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were…

This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a…

The importance of fostering in students the requisite language to understand what is being communicated and how to communicate their understanding requires educators to conceptualize themselves as teachers of language and content. It is possible to engage in activities of the mathematics classroom and through that participation engage in language…

We utilized classroom video observations to examine the frequency and function of spontaneous communication in 112 preschool-3rd grade children with autism within 57 classrooms. Children initiated 7.53 instances (SD = 9.42) of spontaneous communication on average within a 12-minute sample, a rate of 0.69 initiations per minute. Autism features,…

Background: Vocabulary and domain knowledge are important factors that influence comprehension development. However, these factors have most frequently been examined in relation to reading comprehension and much less frequently examined in relation to listening comprehension. Moreover, almost no empirical studies have examined profiles of…

Background: Vocabulary and domain knowledge are important factors that influence comprehension development. However, these factors have most frequently been examined in relation to reading comprehension and much less frequently examined in relation to listening comprehension. Moreover, almost no empirical studies have examined profiles of…

This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual…

Purpose: Cognates, words in two languages that share form and meaning, can be used to support vocabulary development in bilingual children. Typically developing bilinguals have shown better performance on cognates versus noncognates. Of key interest is whether bilinguals with developmental language disorder (DLD) also show a cognate effect and, if…

Teaching grammar topics is a difficult and complex process. This process needs to be structured with functional activities that are appropriate for the objectives of the instruction, be it face-to-face or distance education. This study aims to investigate and evaluate the quality of grammar instruction in the Turkish lessons on the Education…