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Direct linkPomper, Ron; McGregor, Karla K.; Arbisi-Kelm, Timothy; Eden, Nichole; Ohlmann, Nancy – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The current study compared the effects of direct instruction versus indirect exposure on multiple aspects of novel word learning for children with developmental language disorder (DLD) and children with typical language development (TLD). Method: Participants included 36 children with DLD and 45 children with TLD. All children were in the…
Descriptors: Direct Instruction, Vocabulary Development, Children, Developmental Disabilities
McDermott, Paul A.; Rikoon, Samuel H.; Fantuzzo, John W. – Journal of Educational Psychology, 2014
This article reports on the study of differential change trajectories for early childhood approaches to learning. A large sample (N = 2,152) of Head Start children was followed through prekindergarten, kindergarten, and first grade. Classroom learning behaviors were assessed by teachers through the Preschool Learning Behaviors Scale twice in Head…
Descriptors: Federal Programs, Early Childhood Education, Preschool Children, Kindergarten
Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Journal of Educational Psychology, 2012
This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory,…
Descriptors: Reading Difficulties, Second Language Learning, Language Acquisition, Bilingualism
