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Explicit Cognate Instruction Facilitates Vocabulary Learning by Foreign Language Learners with Developmental Language Disorder
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Tribushinina, Elena; Niemann, Geke; Meuwissen, Joyce – Child Language Teaching and Therapy, 2023
This article is one of the first attempts to study the mechanisms of foreign language learning by children with DLD. We test the effectiveness of a cognate intervention aiming to enhance cross-linguistic awareness of Dutch-speaking primary-school pupils with DLD, as part of their English as a Foreign Language (EFL) curriculum. The participants…
Descriptors: Second Language Learning, English (Second Language), Elementary School Students, Students with Disabilities
Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten
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Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo – Early Education and Development, 2019
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…
Descriptors: Comparative Analysis, Phonological Awareness, Semantics, Vocabulary Development
The Effect of Three Interactive Reading Approaches on Language Ability: An Exploratory Study in Early Childhood Education
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van der Wilt, Femke; Boerma, Inouk; van Oers, Bert; van der Veen, Chiel – European Early Childhood Education Research Journal, 2019
Language ability plays a major role in children's future development. In the present study, the effect of three interactive reading approaches on children's language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4-6) from three early childhood education classrooms. Classrooms were assigned to one…
Descriptors: Language Skills, Vocabulary Development, Pretests Posttests, Child Development
Peer Acceptance and the Development of Emotional and Behavioural Problems: Results from a Preventive Intervention Study
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Menting, Barbara; Koot, Hans; van Lier, Pol – International Journal of Behavioral Development, 2015
Difficulties in peer acceptance during elementary school have been associated with emotional and behavioural problems. This study used a randomized controlled intervention design to test whether improvements in peer acceptance mediated reduced rates of emotional and behavioural problems in intervention compared to control-group children. A total…
Descriptors: Peer Acceptance, Emotional Disturbances, Behavior Problems, Control Groups