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Direct linkZampini, Laura; Burla, Tiziana; Silibello, Gaia; Capelli, Elena; Dall'Ara, Francesca; Rigamonti, Claudia; Ajmone, Paola Francesca; Monti, Federico; Zanchi, Paola; Lalatta, Faustina; Costantino, Maria Antonella; Vizziello, Paola Giovanna – First Language, 2021
Individuals with sex chromosome trisomies (SCTs) have an increased risk of language delays and impairments. However, there are only a few data relative to their language development in early childhood. The present study aimed to investigate the preverbal skills shown by a group of 8-month-old children with SCTs to assess the presence of a possible…
Descriptors: At Risk Persons, Language Acquisition, Infants, Genetic Disorders
Niklas, Frank; Schneider, Wolfgang – First Language, 2017
Children develop linguistic competencies during interactions with more knowledgeable others. Consequently, one way to support this development is by enhancing the home literacy environment (HLE) in which children live. In this study a non-intensive intervention procedure was developed to improve HLE and linguistic competencies of 125 German…
Descriptors: Intervention, Family Environment, Family Literacy, Vocabulary Development
Yuksel, Peri; Lowry, Cass; Brooks, Patricia J. – First Language, 2021
This study examined play interactions of 15 to 48-month-old children (n = 59) and their caregivers in Lazuri, a UNESCO-rated endangered South-Caucasian ancestral language, and Turkish, a dominant language supplanting Lazuri usage in the community. Child-caregiver dyads played with two toy sets (animal farm and tea set) that provided different…
Descriptors: Language Usage, Infants, Turkic Languages, Preschool Children
de Koning, Björn B.; Wassenburg, Stephanie I.; Ganushchak, Lesya Y.; Krijnen, Eke; van Steensel, Roel – First Language, 2020
The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted…
Descriptors: Inferences, Intervention, Parent Child Relationship, Story Reading
Pae, Soyeong; Yoon, Hyojin; Seol, Ahyoung; Gilkerson, Jill; Richards, Jeffrey A.; Ma, Lin; Topping, Keith – First Language, 2016
The objective of this study was to investigate changes in the natural language environments of families with typically-developing infants receiving language feedback in South Korea. Volunteer parents of 99 children aged 4-16 months were randomly divided into experimental and control groups. During 6 months' intervention, the experimental group…
Descriptors: Feedback (Response), Intervention, At Risk Persons, Control Groups
Korat, Ofra; Shamir, Adina; Heibal, Shani – First Language, 2013
Early shared book reading activities are considered to be a promising context for supporting young children's language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers…
Descriptors: Electronic Publishing, Childrens Literature, Mothers, Intervention
Reese, Elaine; Robertson, Sarah-Jane; Divers, Sarah; Schaughency, Elizabeth – First Language, 2015
Children's phonological awareness develops rapidly in the preschool years and is an important contributor to later reading skill. This study addresses the role of parents' talk in preschool children's phonological awareness development. A community sample of 27 parents and their 3- to 4-year-old children participated in a new "Sound…
Descriptors: Preschool Children, Phonological Awareness, Parent Child Relationship, Language Skills
Kelly, Kimberly Reynolds; Bailey, Alison Louise – First Language, 2013
For parents to provide effective support for their children's language development, they must be attuned to their child's changing abilities. This study presents a theoretically driven strategy that addresses a methodological challenge present when tracking longitudinally the cessation or "fading" of behaviors by capturing withdrawal of…
Descriptors: Language Acquisition, Longitudinal Studies, Mothers, Parent Child Relationship
Taumoepeau, Mele; Reese, Elaine – First Language, 2013
This study examined the impact of training mothers to talk elaboratively about the past on children's understanding of mind. The researchers randomly assigned 102 mothers of 19-month-old children to a training or no-training group. Mothers in the experimental group received training in an elaborative style of talking about the past when children…
Descriptors: Mothers, Parent Child Relationship, Theory of Mind, Expressive Language
