Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Foreign Countries | 2 |
| Language Acquisition | 2 |
| Linguistic Input | 2 |
| Scoring | 2 |
| Teaching Methods | 2 |
| Attention | 1 |
| Auditory Stimuli | 1 |
| Child Language | 1 |
| Correlation | 1 |
| Cues | 1 |
| Developmental Stages | 1 |
| More ▼ | |
Source
| Language Learning and… | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
Audience
Location
| Netherlands | 1 |
| United Kingdom (Scotland) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Dale Chall Readability Formula | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGarraffa, Maria; Smart, Francesca; Obregón, Mateo – Language Learning and Development, 2021
The present study investigated the effect of classroom-based syntactic training on children's abilities to produce passive sentences. Thirty-three monolingual English children (mean age 5;2), were involved in passive-voice training based on storytelling sessions within a priming design. The training was delivered in a classroom setting, with two…
Descriptors: Teaching Methods, Story Telling, English, Monolingualism
ter Haar, Sita Minke; Levelt, Clara Cecilia – Language Learning and Development, 2018
Infants are thought to be sensitive to frequency in the input as a cue for phonological development. However, linguistic biases such as phonological markedness have been argued to play a role too. Since frequency and markedness are correlated, the two assertions could be different interpretations of data that confound frequency and markedness. In…
Descriptors: Phonology, Teaching Methods, Preferences, Correlation
