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Lawson-Adams, Jessica; Dickinson, David K. – Reading Research Quarterly, 2020
Early vocabulary knowledge is vital for later reading comprehension and academic success. Studies have found that augmenting explicit teaching of word meanings with nonverbal visual aids, particularly pictures and gestures, assists young learners in building rich lexical representations. Research has focused on the effects of visual supports in…
Descriptors: Grade 1, Elementary School Students, Music Education, Musical Instruments
Joong won Lee; Alissa Wolters; Young-Suk Grace Kim – Review of Educational Research, 2023
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs.…
Descriptors: Correlation, Morphology (Languages), Metalinguistics, Literacy
Wang, Haiyan; Yu, Haopeng – Language Acquisition: A Journal of Developmental Linguistics, 2023
This paper attempts to investigate the repetition of Relative Clauses (RCs) in Mandarin children with Developmental Language Disorder (DLD) (aged 4; 5 to 6; 0) and their typically developing (TD) peers. The results of a sentence repetition task indicate that Mandarin children with DLD perform significantly worse than both groups of TD children,…
Descriptors: Language Impairments, Phrase Structure, Mandarin Chinese, Language Acquisition
Jordaan, Heila L.; van Zyl, Ashleigh; O'Brien, Tracey – South African Journal of Childhood Education, 2021
Background: The educational context in South Africa does not always support the development of bilingualism to enable the cognitive and social advantages of dual language proficiency. The emphasis on English as the language of instruction overlooks bilingual competence. This study attempts to show that by considering conceptual vocabulary,…
Descriptors: Vocabulary Development, Elementary School Students, Indo European Languages, English (Second Language)
Karousou, Alexandra; Nerantzaki, Theodora – Second Language Research, 2022
Recent studies highlight the important contribution of phonological working memory (PM) in the early stages of both native and foreign language development. However, research on the effects of PM training on language development is very limited. This study aimed at assessing the effectiveness of a PM training educational intervention as a means of…
Descriptors: Memory, Phonology, Second Language Learning, Second Language Instruction
Maassen, Ben A. M.; Krikhaar, Evelien; van der Leij, Aryan; Fikkert, Paula – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The aim of this study was to gain more insight into the linguistic characterization of dyslexia by investigating vocabulary acquisition. In a previous study, vocabulary at 17 months of age appeared to be related to familial risk (FR) of dyslexia. The aim of this study was to investigate how the differences in lexical composition further…
Descriptors: Expressive Language, Vocabulary Development, Dyslexia, At Risk Persons
Lin, Tzu-Jung; Chen, Jing; Lu, Monica; Sun, Jing; Purtell, Kelly; Ansari, Arya; Justice, Laura – Journal of Educational Psychology, 2023
The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into…
Descriptors: Bilingualism, Bilingual Education, English (Second Language), Second Language Learning
Heller, Mia C.; Lervåg, Arne; Grøver, Vibeke – Reading Research Quarterly, 2019
In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language-minority learners from multiple-language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and…
Descriptors: Oral Language, Intervention, Norwegian, Language Minorities
Fogarty, Melissa; Coyne, Michael D.; Simmons, Leslie E.; Simmons, Deborah C.; Henri, Maria; Kwok, Oi-Man; Ware, Sharon M.; Dalton, Kevin; Williams, Kimberly A.; Wang, Huan – Journal of Research on Educational Effectiveness, 2020
In this experimental study, we examined the effects of a technology-mediated intervention to improve students' understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of…
Descriptors: Vocabulary Development, Reading Difficulties, Reading Comprehension, Intervention
Eghbaria-Ghanamah, Hazar; Ghanamah, Rafat; Shalhoub-Awwad, Yasmin; Adi-Japha, Esther; Karni, Avi – Developmental Psychology, 2020
A large linguistic distance exists between spoken Arabic and the Modern Standard Arabic (MSA) the literary language (a diglosia). Novice readers, therefore, struggle with the complex orthography of Arabic as well as the mastering of MSA. Here, we tested whether structured activities in MSA would advance kindergarteners' MSA aptitude by the end of…
Descriptors: Nursery Rhymes, Kindergarten, Semitic Languages, Intervention
Korat, Ofra; Kozlov-Peretz, Olla; Segal-Drori, Ora – Journal of Education and Training Studies, 2017
The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book…
Descriptors: Repetition, Reading Instruction, Electronic Publishing, Educational Technology
Gatlin, Brandy; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2016
Understanding differences in oral language abilities is vital, particularly for children from low-income homes and minority children who are at an increased risk for academic failure because of differences or deficits in language use or exposure before they enter school. The purpose of this study was to investigate oral language performance,…
Descriptors: Oral Language, Language Skills, Kindergarten, African American Students
Goldstein, Howard; Ziolkowski, Robyn A.; Bojczyk, Katherine E.; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D. – Grantee Submission, 2017
Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were…
Descriptors: Language Acquisition, Children, Low Income Groups, Comparative Analysis
Aro, Tuija; Laakso, Marja-Leena; Määttä, Sira; Tolvanen, Asko; Poikkeus, Anna-Maija – Journal of Speech, Language, and Hearing Research, 2014
Purpose: In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. Method: Children with early language profiles representing expressive delay, broad delay (i.e.,…
Descriptors: Toddlers, Kindergarten, Young Children, Communication (Thought Transfer)
Au-Yeung, Karen; Hipfner-Boucher, Kathleen; Chen, Xi; Pasquarella, Adrian; D'Angelo, Nadia; Deacon, S. Hélène – Reading Research Quarterly, 2015
In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and…
Descriptors: English, Native Speakers, Immersion Programs, French
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