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Fiestas, Christine E.; Lugo-Neris, Mirza J.; Pratt, Amy S.; Peña, Elizabeth D.; Bedore, Lisa M. – Topics in Language Disorders, 2021
This pilot study evaluates the feasibility of an integrated intervention titled "Language and Literacy Together" developed to target semantic and narrative skills in bilingual children at risk for developmental language disorder (DLD). Thirteen first-grade bilingual children who scored in the risk range for DLD on the Bilingual English…
Descriptors: Spanish, Language Impairments, Transfer of Training, Literacy
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Coyne, Michael D.; McCoach, D. Betsy; Loftus-Rattan, Susan M.; Baker, Doris L.; Ware, Sharon M. – Topics in Language Disorders, 2022
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…
Descriptors: Kindergarten, Vocabulary Development, Grade 1, Grade 2
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Petersen, Douglas B.; Mesquita, Meredith W.; Spencer, Trina D.; Waldron, Jessica – Topics in Language Disorders, 2020
This early-stage feasibility study investigated the effects of a multitiered oral narrative language intervention on oral language, reading comprehension, and writing. Twenty-eight second-grade students participated in this quasi-experimental control group study with assignment at the classroom level. The independent variable was large- and…
Descriptors: Oral Language, Reading Comprehension, Pretests Posttests, Phrase Structure
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Alonzo, Crystle N.; Yeomans-Maldonado, Gloria; Murphy, Kimberly A.; Bevens, Beau – Topics in Language Disorders, 2016
Purpose: The purpose of this study was to determine prekindergarten predictors of listening comprehension in second grade. Methods: Within a large, 5-year longitudinal study, children progressing from prekindergarten to second grade were administered a comprehensive set of prekindergarten measures of foundational language skills (vocabulary and…
Descriptors: Preschool Education, Grade 2, Outcome Measures, Predictive Measurement
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Ireland, Marie; McLeod, Sharynne; Farquharson, Kelly; Crowe, Kathryn – Topics in Language Disorders, 2020
More than half of U.S. speech-language pathologists (SLPs) currently practice in the school setting and 92.6% of SLPs who work in schools provide services focused on children's speech sound production (articulation and/or phonology). This article describes evaluation and eligibility requirements for children with speech sound disorders in the…
Descriptors: Speech Impairments, Speech Language Pathology, Speech Therapy, Educational Legislation
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Wolter, Julie A. – Topics in Language Disorders, 2014
Morphological awareness has been established as important to literacy success, and as such, it is critical to study factors affecting children's performance on measures of this skill. Morphological transparency, or the clarity of the sound and letter pattern relationship between base words and their associated morphological forms, has been found…
Descriptors: Grade 3, Elementary School Students, Morphology (Languages), Reading Skills
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Apel, Kenn; Diehm, Emily; Apel, Lynda – Topics in Language Disorders, 2013
Purpose: Morphological awareness refers to the ability to consider and manipulate consciously the smallest units of meaning in language. In previous studies investigating students' morphological awareness, no consistent task has been used to measure this skill across grade levels and comparisons among studies have been based on tasks, which…
Descriptors: Morphology (Languages), Language Skills, Reading, Kindergarten
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Mitchell, Alison M.; Brady, Susan A. – Topics in Language Disorders, 2014
Purpose: Growth in morphological skills has been documented during mid-elementary grades, but little research has examined knowledge of affix morphemes separate from whole words. This study evaluated affix knowledge using a combination of real-word and pseudoword tasks. Methods: Forty-five third-grade and 32 fifth-grade students participated.…
Descriptors: Morphemes, Measures (Individuals), Knowledge Level, Grade 3
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Swanson, H. Lee – Topics in Language Disorders, 2017
The purpose of this cohort sequential study was to extend previously reported latent transition analyses conducted by Swanson, Kudo, and Guzman-Orth (2016) by determining the role of cognitive measures in identifying English learners (EL) at risk for late emerging reading disabilities (LERD). To this end, EL students (N = 450) in Grades 1, 2, and…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities
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Nelson, Nickola Wolf – Topics in Language Disorders, 2010
Purpose: This was a comparative study of changes across a school year in multilevel language indicators, including African American English (AAE) features, in stories written by third-grade students participating in a writing lab approach to language instruction and intervention. Methods: Original stories written in September, January, and May by…
Descriptors: African American Students, White Students, Grade 3, Elementary School Students