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Vretudaki, Hellen; Tafa, Eufimia – Early Child Development and Care, 2022
The purpose of this study examines the impact of an instructional strategy on kindergarten children's narrative skills. The strategy was based on Self-Regulated Strategy Development (SRSD) principles and was adapted for kindergarten children. The sample consisted of 85 children aged 5-6, attending six kindergarten classes in Crete, Greece. The…
Descriptors: Personal Narratives, Kindergarten, Narration, Child Development
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Jensen de López, Kristine M.; Kraljevic, Jelena Kuvac; Struntze, Emilie L. Bang – International Journal of Language & Communication Disorders, 2022
Background: It is widely acknowledged that children with developmental language disorder (DLD) predominantly have difficulties in the areas of grammar and vocabulary, with preserved pragmatic skills. Consequently, few studies focus on the pragmatic skills of children with DLD, and there is a distinct lack of studies examining the effectiveness of…
Descriptors: Pragmatics, Language Impairments, Developmental Delays, Grammar
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Kang, Veronica Y.; Kim, Sunyoung – Journal of Early Intervention, 2023
Teaching vocabularies to young children is critical as vocabulary is related to long-term language, literacy, and academic skills. The current study used a multiple probe design to examine the effects of enhanced milieu teaching with book reading on the use of word approximations in four 2- to 4-year-old females with language delay. The first…
Descriptors: Teaching Methods, Word Frequency, Vocabulary Development, Story Reading
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Requa, Mary Kathryn; Chen, Yi-Jui Iva; Irey, Robin; Cunningham, Anne E. – Journal of Research in Childhood Education, 2022
This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction…
Descriptors: Parent Workshops, Intervention, Vocabulary Development, Parent Child Relationship
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Barone, Carlo; Chambuleyron, Emilio; Vonnak, Reka; Assirelli, Giulia – Educational Research and Evaluation, 2019
Over the past 2 decades, a growing number of randomised controlled trials have assessed the impact on children's language skills of interventions encouraging parents to read books to their offspring. We present the results of a meta-analysis of the impact of 30 such interventions. Results indicate that they are often ineffective, and that only one…
Descriptors: Family Environment, Story Reading, Meta Analysis, Language Skills
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Thomas, Nathalie; Colin, Cécile; Leybaert, Jacqueline – European Early Childhood Education Research Journal, 2019
Narrative skills are highly predictive of linguistic development as well as future school performances. Yet, children with low socio-economic status (SES) background present specific difficulties for these skills. Interactive reading sessions could have beneficial effects on narrative capacities. We analyze the effects of an IR intervention…
Descriptors: Reading Instruction, Low Income, Narration, Language Acquisition
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Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric; Snow, Catherine E. – Child Development, 2020
This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first…
Descriptors: Second Language Learning, Story Reading, Second Language Instruction, Intervention
Soto, Xigrid; Seven, Yagmur; McKenna, Meaghan; Madsen, Keri; Peters-Sanders, Lindsey; Kelley, Elizabeth Spencer; Goldstein, Howard – Grantee Submission, 2020
Purpose: This paper describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5) occurring at school through the use of a home review component. Method: A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of…
Descriptors: Preschool Children, Vocabulary Development, Validity, Comparative Analysis
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Green, Katherine B.; Gallagher, Peggy A.; Hart, Lynn – Journal of Early Intervention, 2018
Math skills are critical for children's future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50…
Descriptors: Preschool Children, Learning Disabilities, Interdisciplinary Approach, Mathematics Instruction
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Gettinger, Maribeth; Stoiber, Karen C. – Preventing School Failure, 2018
A total of 29 low-income, prekindergarten children, attending a summer school program, participated in a six-week shared book-reading (SBR) intervention. Children were randomly assigned to one of four conditions that varied in the extent to which teachers embedded an explicit emphasis on print (code-focused interactions), vocabulary…
Descriptors: Low Income, Kindergarten, Intervention, Summer Programs
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Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo – Early Education and Development, 2019
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…
Descriptors: Comparative Analysis, Phonological Awareness, Semantics, Vocabulary Development
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Bleses, Dorthe; Højen, Anders; Justice, Laura M.; Dale, Philip S.; Dybdal, Line; Piasta, Shayne B.; Markussen-Brown, Justin; Clausen, Marit; Haghish, E. F. – Child Development, 2018
The present article reports results of a real-world effectiveness trial conducted in Denmark with six thousand four hundred eighty-three 3- to 6-year-olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20-week storybook-based…
Descriptors: Language Skills, Child Language, Language Acquisition, Intervention
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Angantyr, Malin; Hansen, Eric M.; Eklund, Jakob Håkansson; Malm, Kerstin – Journal of Research in Childhood Education, 2016
Humane education programs designed to increase children's empathy for animals are becoming more common. A quasi-experiment tested the effectiveness of one such program by comparing 80 children who had completed the program with a control group of 57 children who had not. The children read a story involving an injured dog and rated the degree of…
Descriptors: Gender Differences, Empathy, Animals, Intervention
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Hojnoski, Robin; Polignano, Joy; Columba, Helen Lynn – Early Education and Development, 2016
Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however,…
Descriptors: Preschool Education, Preschool Teachers, Preschool Children, Reading Aloud to Others
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Tragant, Elsa; Muñoz, Carmen; Spada, Nina – Canadian Modern Language Review, 2016
This study reports on a year-long intervention based on comprehension practice of input-rich materials. It was inspired by an innovative program in Canada in which primary school francophone children learned English as a second language (ESL) through simultaneous reading and listening. In our study the participants are a class of 10- to…
Descriptors: Intervention, Foreign Countries, Children, English (Second Language)
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