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Caroline F. Rowland; Amy Bidgood; Gary Jones; Andrew Jessop; Paula Stinson; Julian M. Pine; Samantha Durrant; Michelle S. Peter – Language Learning, 2025
A strong predictor of children's language is performance on non-word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A…
Descriptors: Vocabulary Development, Comparative Analysis, Computational Linguistics, Language Skills
A. Delcenserie; F. Genesee; F. Champoux – Developmental Science, 2024
Recent evidence suggests that deaf children with CIs exposed to nonnative sign language from hearing parents can attain age-appropriate vocabularies in both sign and spoken language. It remains to be explored whether deaf children with CIs who are exposed to early nonnative sign language, but only up to implantation, also benefit from this input…
Descriptors: Sign Language, Linguistic Input, Phonology, Nonverbal Communication
Pellicer-Sánchez, Ana; Conklin, Kathy; Vilkaite-Lozdiene, Laura – Language Learning, 2021
This study examined the effect of pre-reading vocabulary instruction on learners' attention and vocabulary learning. We randomly assigned participants (L1 = 92; L2 = 88) to one of four conditions: pre-reading instruction, where participants' received explicit instruction on six novel items and read a text with the items repeated eight times;…
Descriptors: Eye Movements, Second Language Learning, Language Acquisition, Comparative Analysis
Brignell, Amanda; Williams, Katrina; Jachno, Kim; Prior, Margot; Reilly, Sheena; Morgan, Angela T. – Journal of Autism and Developmental Disorders, 2018
This study used a prospective community-based sample to describe patterns and predictors of language development from 4 to 7 years in verbal children (IQ = 70) with autism spectrum disorder (ASD; n = 26-27). Children with typical language (TD; n = 858-861) and language impairment (LI; n = 119) were used for comparison. Children with ASD and LI had…
Descriptors: Autism, Pervasive Developmental Disorders, Language Impairments, Predictor Variables
Hadley, Pamela A.; Rispoli, Matthew; Holt, Janet K. – Journal of Speech, Language, and Hearing Research, 2017
Purpose: This follow-up study examined whether a parent intervention that increased the diversity of lexical noun phrase subjects in parent input and accelerated children's sentence diversity (Hadley et al., 2017) had indirect benefits on tense/agreement (T/A) morphemes in parent input and children's spontaneous speech. Method: Differences in…
Descriptors: Intervention, Followup Studies, Morphemes, Linguistic Input
Lim, Sarah; Levickis, Penny; Eadie, Patricia – Journal of Early Childhood Research, 2022
Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance,…
Descriptors: Correlation, Early Childhood Education, Child Care, At Risk Persons
Sucuoglu, Bülbin; Bakkaloglu, Hatice; Demir, Seyda; Atalan, Derya – Infants and Young Children, 2019
This study compared the developmental gains of preschool children with disabilities (CWD) and children without disabilities (CWOD) during a year they spent in preschools and examined the predictors of development in both groups (60 CWD and 57 CWOD) of children. Data on the social skills, problem behaviors, school adjustment level, student-teacher…
Descriptors: Inclusion, Child Development, Interpersonal Competence, Teaching Methods
Goldin, Michele – International Journal of Bilingual Education and Bilingualism, 2022
Cross-linguistically, monolingual children produce target-like inflected verbs much earlier than they can reliably distinguish between singular and plural subject-verb agreement morphology in comprehension (i.e. Johnson, V., J. de Villiers, and H. Seymour. 2005. "Agreement Without Understanding? The Case of Third Person Singular /s/."…
Descriptors: Language Acquisition, Second Language Learning, Second Language Instruction, Verbs
Eadie, Patricia; Conway, Laura; Hallenstein, Birgit; Mensah, Fiona; McKean, Cristina; Reilly, Sheena – International Journal of Language & Communication Disorders, 2018
Background: Developmental language disorder (DLD) is common in children, but little is known about its association with quality of life (QoL) in middle childhood. QoL is a complex construct, aligning with an individual's sense of well-being and is related to functional limitations associated with DLD. Biopsychosocial models of disability account…
Descriptors: Foreign Countries, Questionnaires, Child Behavior, Screening Tests
Vugs, Brigitte; Hendriks, Marc; Cuperus, Juliane; Knoors, Harry; Verhoeven, Ludo – Journal of Speech, Language, and Hearing Research, 2017
Purpose: This longitudinal study examined differences in the development of working memory (WM) between children with specific language impairment (SLI) and typically developing (TD) children. Further, it explored to what extent language at ages 7-8 years could be predicted by measures of language and/or WM at ages 4-5 years. Method: Thirty…
Descriptors: Longitudinal Studies, Short Term Memory, Children, Language Impairments
Kover, Sara T.; McCary, Lindsay M.; Ingram, Alexandra M.; Hatton, Deborah D.; Roberts, Jane E. – American Journal on Intellectual and Developmental Disabilities, 2015
Fragile X syndrome (FXS) is associated with significant language and communication delays, as well as problems with attention. This study investigated early language abilities in infants and toddlers with FXS (n = 13) and considered visual attention as a predictor of those skills. We found that language abilities increased over the study period of…
Descriptors: Genetic Disorders, Infants, Toddlers, Language Acquisition
Zampini, Laura; Draghi, Lara; Silibello, Gaia; Dall'Ara, Francesca; Rigamonti, Claudia; Suttora, Chiara; Zanchi, Paola; Salerni, Nicoletta; Lalatta, Faustina; Vizziello, Paola – International Journal of Language & Communication Disorders, 2018
Background: Children with sex chromosome trisomies (SCT) frequently show problems in language development. However, a clear description of the communicative patterns of these children is still lacking. Aims: To describe the first stages of language development in children with SCT in comparison with those in typically developing (TD) children. The…
Descriptors: Infants, Language Acquisition, Vocabulary Development, Play
Bleses, Dorthe; Højen, Anders; Justice, Laura M.; Dale, Philip S.; Dybdal, Line; Piasta, Shayne B.; Markussen-Brown, Justin; Clausen, Marit; Haghish, E. F. – Child Development, 2018
The present article reports results of a real-world effectiveness trial conducted in Denmark with six thousand four hundred eighty-three 3- to 6-year-olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20-week storybook-based…
Descriptors: Language Skills, Child Language, Language Acquisition, Intervention
Nicoladis, Elena; Jiang, Zixia – Journal of Cognition and Development, 2018
The primary purpose of the present study was to test language and cognitive predictors of lexical selection in the storytelling of monolingual and bilingual children. Measures of language proficiency and cognitive ability were assessed with both English- and Mandarin-speaking monolinguals and Mandarin-English bilinguals aged 4 to 6 years old. To…
Descriptors: Monolingualism, Bilingualism, Cognitive Ability, Vocabulary Development
Albirini, Abdulkafi – Language Acquisition: A Journal of Developmental Linguistics, 2018
This study examined two common accounts of heritage speakers' nonnative attainment in their heritage/first language (L1), one attributing it to the influence of the second language (L2) and another to insufficient L1 input. Three groups of children who were heritage speakers of Arabic and who varied in their age of L2 exposure and type and amount…
Descriptors: Semitic Languages, Heritage Education, Native Language Instruction, Language Acquisition