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Direct linkVerhagen, Josje; de Bree, Elise; Mulder, Hanna; Leseman, Paul – Journal of Psycholinguistic Research, 2017
This study investigates the relationship between nonword repetition (NWR) and vocabulary in 2-year-olds. Questions addressed are whether (1) NWR and vocabulary are associated, (2) phonotactic probability affects NWR, and (3) there is an interaction effect between phonotactic probability and vocabulary on NWR performance. The general aim of the…
Descriptors: Correlation, Toddlers, Vocabulary Development, English
Nelson, Lauri H.; White, Karl R.; Grewe, Jennifer – Infant and Child Development, 2012
The development of proficient communication skills in infants and toddlers is an important component to child development. A popular trend gaining national media attention is teaching sign language to babies with normal hearing whose parents also have normal hearing. Thirty-three websites were identified that advocate sign language for hearing…
Descriptors: Toddlers, Infants, Sign Language, Web Sites
Wheldall, Kevin; McMurtry, Sarah – Australian Journal of Learning Difficulties, 2014
The Test of Everyday Reading Comprehension (TERC) has recently been presented as an addition to the armoury of tests available for assessing the skills of low-progress readers. While comparison data for students of different ages are presented together with evidence for high test reliability, there is, as yet, no published evidence for its…
Descriptors: Reading Comprehension, Reading Tests, Test Validity, Reading Skills
Brown, P. Margaret; Byrnes, Linda J. – Deafness and Education International, 2014
This study investigated the Individual Learning Plans of eighty-eight students who were deaf and hard of hearing attending facilities and schools for the deaf in Victoria Australia. The students' assessment and planning portfolios were scrutinised for evidence of formal and informal assessment used to generate goals for the Individual Learning…
Descriptors: Foreign Countries, Deafness, Partial Hearing, Special Education
Beecher, Larissa; Childre, Amy – Education and Training in Autism and Developmental Disabilities, 2012
This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading…
Descriptors: Reading Instruction, Reading Programs, Reading, Sign Language
Download full textWhat Works Clearinghouse, 2009
"Curiosity Corner" is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units, one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities. The What Works Clearinghouse (WWC) reviewed three studies of…
Descriptors: Early Childhood Education, Preschool Curriculum, Literacy Education, Educational Research
Qi, Cathy H.; Marley, Scott C. – Topics in Early Childhood Special Education, 2011
The purpose of the study was to examine the psychometric properties of the "Preschool Language Scale-4" (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American).…
Descriptors: Evidence, Listening Comprehension, Speech Communication, Delayed Speech
Petrill, Stephen A.; Deater-Deckard, Kirby; Schatschneider, Christopher; Davis, Chayna – Infant and Child Development, 2007
Evidence from intervention studies, quantitative genetic and molecular genetic studies suggests that genetic, and to a lesser extent, shared environmental influences are important to the development of reading and related cognitive skills. The Northeast-Northwest Collaborative Adoption Projects (N2CAP) is a sample of 241 adoptive families,…
Descriptors: Evidence, Genetics, Parents, Family Environment
