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Direct linkWray, Charlotte; Norbury, Courtenay Frazier – First Language, 2018
Parent-child interaction plays a crucial role in early language acquisition. In young typically developing children, direct and indirect relationships between parent gesture, child gesture and child language have been observed. Far less is known about these relationships in atypical language development. The present study investigated parent…
Descriptors: Parent Child Relationship, Nonverbal Communication, Language Acquisition, Problem Solving
Using Parental Questionnaires to Investigate the Heritage Language Proficiency of Bilingual Children
Abbot-Smith, Kirsten; Morawska-Patera, Patrycja; Luniewska, Magdalena; Spruce, Megan; Haman, Ewa – Child Language Teaching and Therapy, 2018
We asked whether parental questionnaires on the heritage language proficiency of bilingual children might elucidate how proficient bilingual children are in their heritage language. We tested 20 UK-based Polish-English bilingual children between 4;5 and 5;9 years on Polish and English versions of the Cross-linguistic Lexical Tasks (CLTs). These…
Descriptors: Questionnaires, Parent Attitudes, Bilingualism, English
Walsh, Irene P.; Scullion, Mary; Burns, Sarah; MacEvilly, Deirdre; Brosnan, Geraldine – Emotional & Behavioural Difficulties, 2014
As the language presentation of children with attention deficit (hyperactivity) disorder (ADHD) is highly complex, this study aims to delineate the profile of a cohort of 40 children with ADHD, aged between 9 and 12 years, attending a child and adolescent mental health service (CAMHS). Speech and language therapists (SLTs) assessed the children on…
Descriptors: Attention Deficit Hyperactivity Disorder, Language Tests, Speech Therapy, Allied Health Personnel
Loe, Irene M.; Balestrino, Maria D.; Phelps, Randall A.; Kurs-Lasky, Marcia; Chaves-Gnecco, Diego; Paradise, Jack L.; Feldman, Heidi M. – Child Development, 2008
In a prospective study of developmental outcomes in relation to early-life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9-11 years of age (N = 741). At 9-11 years of age, 9% of the children were categorized as having attention-deficit/hyperactivity disorder…
Descriptors: Check Lists, Diseases, Hyperactivity, Attention Deficit Disorders
