The topic of grammar teaching has remained a stubbornly contentious subject of discussion for more than 50 years, tending towards binary, even polemical, positions. Yet scrutiny of the research shows how little attention has been afforded to considering what the relationship between learning about grammar and learning about being a language user…

The purpose of this study was to examine the relationship among oral language, decoding, and reading comprehension for children with autism. Participants included 13 English-speaking children with a diagnosis of high-functioning autism (IQ > 70) who were included in a typical classroom, and who had parents who spoke English. Parts of the…

Five groups of children defined by presence or absence of syntactic deficits and autism spectrum disorders (ASD) took vocabulary tests and provided sentences, definitions, and word associations. Children with ASD who were free of syntactic deficits demonstrated age-appropriate word knowledge. Children with ASD plus concomitant syntactic language…

In instructional multimedia design, it is often recommended that text accompanying pictures be presented in a personalised style to promote learning. The superiority of personalised over formal text is may be explained using social agency theory (Mayer, 2005b), but it has not been investigated empirically whether such effects are valid in…

Background: English-speaking children with specific language impairment (SLI) perform more poorly than their typically developing peers in verbal working memory tasks where processing and storage are simultaneously required. Hungarian is a language with a relatively free word order and a rich agglutinative morphology. Aims: To examine the effect…