NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Curenton, Stephanie M. – Topics in Language Disorders, 2015
This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions,…
Descriptors: African American Children, Preschool Children, Emotional Response, Pragmatics
Language Development in Individuals with Fragile X Syndrome
Peer reviewed Peer reviewed
Direct linkDirect link
Finestack, Lizbeth H.; Richmond, Erica K.; Abbeduto, Leonard – Topics in Language Disorders, 2009
Fragile X syndrome (FXS) is the leading inherited cause of intellectual disability. The syndrome is caused by a single gene mutation on the X chromosome. Although individual differences are large, most individuals with FXS display weaknesses across all language and literacy domains compared with peers of the same chronological age with typical…
Descriptors: Age, Mental Retardation, Etiology, Comparative Analysis
Language and Literacy Development in Individuals with Velo-Cardio-Facial Syndrome
Peer reviewed Peer reviewed
Direct linkDirect link
Antshel, Kevin M.; Marrinan, Eileen; Kates, Wendy R.; Fremont, Wanda; Shprintzen, Robert J. – Topics in Language Disorders, 2009
Velo-cardio-facial syndrome (VCFS) is a genetic disorder caused by a microdeletion of chromosome 22q11.2. Although there is some variability, VCFS is associated with a characteristic physical, behavioral, and cognitive phenotype. This review article focuses on aspects of language and literacy development in VCFS, describing what is known and…
Descriptors: Genetic Disorders, Articulation (Speech), Receptive Language, Expressive Language
Use of Event-Related Potentials to Identify Language and Reading Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Molfese, Victoria J.; Molfese, Dennis L.; Beswick, Jennifer L.; Jacobi-Vessels, Jill; Molfese, Peter J.; Molnar, Andrew E.; Wagner, Mary C.; Haines, Brittany L. – Topics in Language Disorders, 2008
The extent to which oral language and emergent literacy skills are influenced by event-related potential measures of phonological processing was examined. Results revealed that event-related potential responses identify differences in letter naming but not receptive language skills.
Descriptors: Oral Language, Receptive Language, Emergent Literacy, Reading Skills