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Snow, Pamela C. – Language, Speech, and Hearing Services in Schools, 2019
Purpose: This article is concerned with the growing body of international evidence indicating that adolescents in contact with the youth justice system are likely to have severely compromised oral language skills, receptively and expressively. A smaller, but persuasive, literature also points to poor literacy skills in this population. Language…
Descriptors: Speech Language Pathology, Delinquency, Adolescents, Juvenile Justice
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Ebbels, Susan – Child Language Teaching and Therapy, 2014
This article summarizes the evidence as regards the effectiveness of therapy for grammar for school-aged children with language impairments. I first review studies focusing on specific areas of grammar (both expressive and receptive targets) and then studies aiming to improve language more generally, several of which focus more on the…
Descriptors: Intervention, Grammar, Language Impairments, Expressive Language
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Roskos, Kathleen; Burstein, Karen – Journal of Research in Childhood Education, 2011
Broad-stroke approaches to vocabulary teaching in preschool include effective instructional elements, yet may be too ill-structured to affect the vocabulary learning of children experiencing serious delays. Using a formative research approach, this study examines the design potential of a supplemental vocabulary instruction technique that…
Descriptors: Control Groups, Early Reading, Vocabulary, Vocabulary Development
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Boyle, James; McCartney, Elspeth; O'Hare, Anne; Law, James – Developmental Medicine & Child Neurology, 2010
Studies indicate that language impairment that cannot be accounted for by factors such as below-average non-verbal ability, hearing impairment, behaviour or emotional problems, or neurological impairments affects some 6% of school-age children. Language impairment with a receptive language component is more resistant to intervention than specific…
Descriptors: Behavior Problems, Intervention, Neurological Impairments, Language Impairments
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Nagy, William; Townsend, Dianna – Reading Research Quarterly, 2012
There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students' success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this…
Descriptors: Academic Discourse, English for Academic Purposes, Teaching Methods, Figurative Language
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What Works Clearinghouse, 2009
Doors to Discovery[TM], an early childhood curriculum, focuses on the development of children's vocabulary and expressive and receptive language through a learning process called "shared literacy," where adults and children work together to develop literacy-related skills. Literacy activities, organized into thematic units, encourage…
Descriptors: Preschool Curriculum, Emergent Literacy, Evaluation Research, Receptive Language
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Lal, Rubina – Educational Research and Reviews, 2010
Teaching children with autism is a challenging task for educators and parents, as the children display marked deficits in language and social behaviors. One of the major goals of an intervention program for children with autism is to provide them a method of functional communication and ample opportunities to practice these skills. For some…
Descriptors: Special Schools, Intervention, Augmentative and Alternative Communication, Social Behavior
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Patricia F. Vadasy; Elizabeth A. Sanders – Journal of Educational Psychology, 2010
This study tested the efficacy of supplemental phonics instruction for 84 low-skilled language minority (LM) kindergarteners and 64 non-LM kindergarteners at 10 urban public schools. Paraeducators were trained to provide the 18-week (January-May) intervention. Students performing in the bottom half of their classroom language group (LM and non-LM)…
Descriptors: Language Minorities, Spelling, Reading Fluency, Phonics
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Sigafoos, Jeff; Green, Vanessa A.; Schlosser, Ralf; O'eilly, Mark F.; Lancioni, Giulio E.; Rispoli, Mandy; Lang, Russell – Research in Autism Spectrum Disorders, 2009
We reviewed communication intervention studies involving people with Rett syndrome. Systematic searches of five electronic databases, selected journals, and reference lists identified nine studies meeting the inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) target skills, (c) procedures, (d) main…
Descriptors: Participant Characteristics, Intervention, Receptive Language, Language Skills
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Yazejian, Noreen; Peisner-Feinberg, Ellen S. – NHSA Dialog, 2009
This quasi-experimental study evaluated the effects of a supplementary preschool classroom music and movement curriculum on Head Start children's language skills. The curriculum consisted of sequenced music and movement activities conducted by outside interventionists. The evaluation compared the language skills of children attending either…
Descriptors: Intervention, Music Education, Disadvantaged Youth, Phonological Awareness
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McCartney, Kathleen; Dearing, Eric; Taylor, Beck A.; Bub, Kristen L. – Journal of Applied Developmental Psychology, 2007
Existing studies of child care have not been able to determine whether higher quality child care protects children from the effects of poverty, whether poverty and lower quality child care operate as dual risk factors, or whether both are true. The objective of the current study was to test two pathways through which child care may serve as a…
Descriptors: Family Environment, At Risk Persons, Receptive Language, Poverty
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Riley, Jeni; Burrell, Andrew – International Journal of Early Years Education, 2007
This paper discusses a micro-study within an intervention project, conducted in four London primary schools, to enhance the spoken language skills of reception children. There were 60 children in each of the intervention and comparison groups. The focus here is to explore a classroom assessment of young children's oral narrative skills. Effective…
Descriptors: Control Groups, Foreign Countries, Language Skills, Intervention
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Camarata, Stephen; Yoder, Paul; Camarata, Mary – Down Syndrome Research and Practice, 2006
Children with Down syndrome often display speech-comprehensibility and grammatical deficits beyond what would be predicted based upon general mental age. Historically, speech-comprehensibility has often been treated using traditional articulation therapy and oral-motor training so there may be little or no coordination of grammatical and…
Descriptors: Articulation (Speech), Intervention, Grammar, Down Syndrome
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Tyler, Ann A.; Lewis, Kerry E. – Topics in Language Disorders, 2005
This article explores selected phonological measures, their relationships to one another, and how groups differentiated by such measures change over time during intervention. Relationships among global quantitative measures of severity (percent consonants correct), measures of variability/consistency, and measures of whole-word complexity and…
Descriptors: Phonology, Syllables, Word Recognition, Control Groups
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Dykens, Elisabeth; Hodapp, Robert; Evans, David – Down Syndrome Research and Practice, 2006
The profiles and developmental trajectories of adaptive behavior were cross-sectionally examined in 80 children with Down syndrome ages 1 to 11.5 years using the Vineland Adaptive Behavior Scales. Profile findings indicated a significant weakness in communication relative to daily living and socialization skills. Within communication itself,…
Descriptors: Socialization, Intervention, Down Syndrome, Adjustment (to Environment)