There is a large and growing population of dual language learners (DLLs) represented in early intervention programs in the United States, the majority of whom are from Spanish-speaking families. To adequately serve these families, educators and speech-language pathologists must work closely with parents and provide them with "culturally…

This article elucidates the unfolding of 3 phases of cognitive development through which typical children move during the first 2 years of life to illuminate the interrelationships among early cognition, communicative intention, and word-learning strategies. The resulting theoretical framework makes clear the developmental prerequisites for social…

There is growing interest in disciplinary literacy instruction as a primary means of improving adolescent literacy outcomes. At times, this disciplinary framework has been represented as a replacement for the more broadly known general strategy instruction. However, disciplinary literacy, a potentially powerful idea, cannot replace general…

Little is known about strategic learning ability in preteens and adolescents with traumatic brain injury (TBI). Strategic learning is the ability to combine and synthesize details to form abstracted gist-based meanings, a higher-order cognitive skill associated with frontal lobe functions and higher classroom performance. Summarization tasks were…

Reviews studies that investigated the effects of emphatic stress on novel word learning by children with normal language and those with specific language impairments. The results indicate that use of emphatic stress on modeled target forms improved the children's lexical learning. Implications for language intervention are discussed. (Author/CR)