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Minkyung Cho; Young-Suk Grace Kim – Grantee Submission, 2024
Examining the dimensionality of oral discourse language skills in early childhood is crucial in informing theories of language and literacy development. This study examined the factor structure of linguistic and discourse features in oral text production for second graders. A total of 330 English-speaking second graders (M[subscript age] = 7.33,…
Descriptors: Oral Language, Discourse Analysis, Language Skills, Factor Structure
Minkyung Cho; Young-Suk Grace Kim – First Language, 2024
Examining the dimensionality of oral discourse language skills in early childhood is crucial in informing theories of language and literacy development. This study examined the factor structure of linguistic and discourse features in oral text production for second graders. A total of 330 English-speaking second graders (M[subscript age]= 7.33,…
Descriptors: Oral Language, Discourse Analysis, Language Skills, Factor Structure
Lesley Friend; Lynn Downes – Australian Journal of Language and Literacy, 2024
Oral language is the primary means through which a child controls, describes, organises, and evaluates their life experiences and their ability to use oral language which effectively impacts their future literacy development. Currently, the world is awash with dynamic change and constant disruption. These include natural disasters such as the…
Descriptors: Language Skills, Oral Language, Young Children, COVID-19
Journie Dickerson; Rachael Frush Holt; David B. Pisoni; William G. Kronenberger – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Many child-, hearing-, and device-related factors contribute to spoken language outcomes in children who are deaf and hard of hearing (DHH). Recently, the family environment has been implicated as another contributing factor in language development. However, most studies on the role of families in language outcomes of children who are DHH…
Descriptors: Deafness, Hard of Hearing, Family Environment, Children
Keeley Dobinson; Sandra Mathers; Claire Forrest; Jenna Charlton; Julie Dockrell – Child Language Teaching and Therapy, 2024
Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality…
Descriptors: Foreign Countries, Preschools, Economically Disadvantaged, Educational Quality
Murphy, Kimberly A.; Springle, Alisha P.; Sultani, Mollee J.; McIlraith, Autumn – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell,…
Descriptors: Child Language, Oral Language, Language Skills, Story Telling
Bowdrie, Kristina; Holt, Rachael Frush; Houston, Derek M. – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The aim of this study was to examine the influence of caregivers' reports of family-related environmental confusion--which refers to the level of overstimulation in the family home environment due to auditory and nonauditory (i.e., visual and cognitive) noise--on the relation between child temperament and spoken language outcomes in…
Descriptors: Family Environment, Environmental Influences, Young Children, Deafness
Hadley, Elizabeth Burke; Newman, Katherine Mackay; Kim, Eun Sook – Early Education and Development, 2023
Research Findings: The present study investigates both the proximal processes and contextual influences on children's oral language development in preschool. We examine whether teacher language practices vary across activity settings and program type, which teacher language practices predict children's oral language skills, and potential…
Descriptors: Preschool Education, Context Effect, Oral Language, Language Acquisition
Reeves, Louisa; Freed, Jenny; Wright, Jonathan; Wood, Elizabeth; Black, Rachael; Hartshorne, Mary; Adams, Catherine – Child Language Teaching and Therapy, 2019
Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children's low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child.…
Descriptors: Foreign Countries, Oral Language, Language Skills, Communication Skills
Tomblin, J. Bruce, Ed.; Nippold, Marilyn A., Ed. – Psychology Press, Taylor & Francis Group, 2014
This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of…
Descriptors: Individual Differences, Language Acquisition, Language Skills, Longitudinal Studies
Green, Katherine B.; Terry, Nicole Patton; Gallagher, Peggy A. – Topics in Early Childhood Special Education, 2014
Quality literacy instruction in preschool can be critical to the future academic success for all children, but may be even more so for children with disabilities. The purpose of this study was to examine progress in emergent literacy skills of young children with disabilities, compared with their typical peers, in an inclusive preschool setting.…
Descriptors: Language Acquisition, Language Skills, Child Language, Disabilities
Terry, Nicole Patton; Mills, Monique T.; Bingham, Gary E.; Mansour, Souraya; Marencin, Nancy – Language, Speech, and Hearing Services in Schools, 2013
Purpose: This study had 4 primary purposes: (a) to describe the oral narrative performance of typically developing African American prekindergarten children with commonly used macro- and microstructure measures; (b) to examine the concurrent and (c) predictive relations between narrative performance, spoken dialect use, vocabulary, and story…
Descriptors: African American Students, Preschool Children, Language Usage, Black Dialects
Bradley, Barbara A.; Reinking, David – Journal of Early Childhood Literacy, 2011
A formative experiment investigated how two strategies aimed at increasing the quality and quantity of language interactions could be integrated into a preschool classroom. Strategies for enriching language interactions were introduced during book sharing, semi-structured group activities, and mealtimes. Mixed methods revealed factors that…
Descriptors: Group Activities, Child Language, Preschool Teachers, Teaching Methods
Preston, Jonathan L.; Frost, Stephen J.; Mencl, William Einar; Fulbright, Robert K.; Landi, Nicole; Grigorenko, Elena; Jacobsen, Leslie; Pugh, Kenneth R. – Brain, 2010
Early language development sets the stage for a lifetime of competence in language and literacy. However, the neural mechanisms associated with the relative advantages of early communication success, or the disadvantages of having delayed language development, are not well explored. In this study, 174 elementary school-age children whose parents…
Descriptors: Sentences, Written Language, Intelligence Quotient, Language Acquisition
Myers, Lucy; Botting, Nicola – Child Language Teaching and Therapy, 2008
This study describes the language and literacy skills of 11-year-olds attending a mainstream school in an area of social and economic disadvantage. The proportion of these young people experiencing difficulties in decoding and reading comprehension was identified and the relationship between spoken language skills and reading comprehension…
Descriptors: Urban Schools, Reading Comprehension, Oral Language, Test Norms