This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a…

This study examined the within- and cross-language relationships between intrinsic language learning motivation, home literacy environment (shared book reading, parental literacy involvement, and parent perceived child literacy interest), and receptive vocabulary in 185 bilingual preschoolers and 233 primary school children in Singapore. Age…

We explored reading comprehension development in children on the spectrum from pre-school to the first (YOS1) and third year of schooling (YOS3). Children were first assessed on meaning-related skills in pre-school. Forty-one children completed follow-up assessments of reading comprehension, reading accuracy, and listening comprehension in YOS1.…

The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…

This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers' vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in…

This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual…

Purpose: Cognates, words in two languages that share form and meaning, can be used to support vocabulary development in bilingual children. Typically developing bilinguals have shown better performance on cognates versus noncognates. Of key interest is whether bilinguals with developmental language disorder (DLD) also show a cognate effect and, if…

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges.…

Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of…

This article is one of the first attempts to study the mechanisms of foreign language learning by children with DLD. We test the effectiveness of a cognate intervention aiming to enhance cross-linguistic awareness of Dutch-speaking primary-school pupils with DLD, as part of their English as a Foreign Language (EFL) curriculum. The participants…

Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Following a participatory research strategy, we analyze whether iconic gestures can be integrated in teaching routines in an inclusive elementary school and…

This study examines the intricate relationships between home language use, oral language skills (phonological awareness, morphological awareness, and receptive vocabulary), and literacy skills (word reading and spelling) in English and Chinese among young bilinguals. The sample includes 249 first-grade and 263 third-grade bilingual students in…

Purpose: The current study compared the effects of direct instruction versus indirect exposure on multiple aspects of novel word learning for children with developmental language disorder (DLD) and children with typical language development (TLD). Method: Participants included 36 children with DLD and 45 children with TLD. All children were in the…

Purpose: The present study examined the nature of the effects (direct or indirect) of vocabulary, phonological and morphological awareness on early reading skills in the consistent Greek orthography by testing a unifying model of early reading development in a sample of 141 first-grade children. Method: Vocabulary, phonological and morphological…

It is increasingly prevalent in digital learning and teaching strategies for discerning a global perspective on creating the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially during the COVID-19 pandemic in which immersive learning environments, such as a virtual…