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Direct linkMarshall, Chloë R.; Hobsbaum, Angela – International Journal of Language & Communication Disorders, 2015
Background: Children who are learning English as an Additional Language (EAL) may start school with smaller vocabularies than their monolingual peers. Given the links between vocabulary and academic achievement, it is important to evaluate interventions that are designed to support vocabulary learning in this group of children. Aims: To evaluate…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Vocabulary Development
Peer reviewedGreenberg, Mark T.; And Others – Child Development, 1984
Evaluates a comprehensive intervention program for deaf children under age three in Vancouver, British Columbia. Twelve subjects were compared with a matched sample of children undergoing less-systematic intervention. Results indicated more developmentally mature communication and higher quality interaction in families who had received…
Descriptors: Child Language, Deafness, Foreign Countries, Infants
