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Direct linkRamsey, Wanda R.; Bellom-Rohrbacher, Kristen; Saenz, Terry – Child Language Teaching and Therapy, 2021
The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language…
Descriptors: Preschool Children, Program Effectiveness, Vocabulary Development, Expressive Language
MacRoy-Higgins, Michelle; Shafer, Valerie L.; Schwartz, Richard G.; Marton, Klara – Child Language Teaching and Therapy, 2014
This study examined the influence of phonotactic probability on word recognition in English-speaking toddlers. Typically developing toddlers completed a preferential looking paradigm using familiar words, which consisted of either high or low phonotactic probability sound sequences. The participants' looking behavior was recorded in response to…
Descriptors: Toddlers, Language Acquisition, English, Word Recognition
Ijalba, Elizabeth – Child Language Teaching and Therapy, 2015
Few studies explore parent-implemented literacy interventions in the home language for young children with problems in language acquisition. A shift in children's use of the home language to English has been documented when English is the only language of instruction. When parents are not proficient in English, such language shift can limit…
Descriptors: Parents as Teachers, Literacy Education, Instructional Effectiveness, Language Usage
