Prior research has extensively explored audiovisual speech perception and literacy skills in various linguistic contexts. Studies have shown that children's ability to integrate auditory and visual speech cues plays a crucial role in language acquisition and development (Erdener & Burnham, 2013; Lalonde & Werner, 2021). Furthermore,…

Purpose: The primary purpose of this study was to examine the development of past tense counterfactual (PTCF) sentences ("If the dog had stayed in the house, he would not have bitten the police officer") in young adolescents and young adults, addressing both production and comprehension. The goal was to determine if growth occurs during…

"The Oxford Handbook of Deaf Studies in Literacy" brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic…

Working with students who are deaf or hard of hearing (DHH) can raise questions about whether language and literacy delays and difficulties are related directly to late and limited access to spoken language, to co-occurring language learning disabilities (LLD), or to both. A new Test of Integrated Language and Literacy Skills, which incorporates…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple…

The present study is an examination of the contribution of bilingualism to trilingualism, namely the influence of learning two different orthographies on learning a third. The participants were two groups of sixth graders from Israeli schools who were studying English as a foreign (second or third) language: Russian Israeli children for whom…

It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An alternate view, however, is that spoken language and written language are two forms of manifestations of…

Issues in illiteracy are discussed, and the author comments on facets of the English language writing system. He advocates a formal approach in which comprehension, rather than decoding, is the focus for students, including slow learners or disabled readers. The approach would concentrate on patterns larger than the letter-sound unit. (CL)

Purpose: The sharp increase in the number of international adoptions in the United States has prompted a heightened interest in the language development of internationally adopted children. Although recent studies have investigated the early language development of adoptees, little is known about the school-age language and literacy skills of…

One hundred fifty children in first, second, and third grade participated in a study of the relationships between written language variables in narrative and expository writing and reading comprehension. The seven written language variables investigated included mean length of T-unit and the ratios of various sentence-combining transformations to…

Examines the relationship between stages of orthographic development and writing fluency. Finds that the graphemic output lexicon of beginning readers and writers is not sufficiently detailed to allow a fluent output. (PRA)

Discusses the need for systematic exploration of claims about the advantages of language experience dictations; recommends that teachers guide the rereading and editing of early dictations to facilitate comprehending behaviors, and that they help children explore writing conventions as their dictations indicate a readiness to learn them. (ET)

This article presents strategies, including communicative reading strategies, to facilitate holistic language learning in young children with language and learning disorders. Strategies include pairing oral and written language and using preparatory sets, semantic maps, flowcharts, and theme building. An example of narrative discourse demonstrates…

A study investigated children's understanding of the formal and functional aspects of written Chinese in an orthographic acceptability judgment task and a creative spelling task. Subjects were 60 Hong Kong children ages 4 to 9. Results suggest that learning to read and write in Chinese is not accomplished by rote learning of characters but through…