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Direct linkChristina Weiland; Lillie Moffett; Paola Guerrero Rosada; Amanda Weissman; Kehui Zhang; Michelle Maier; Catherine Snow; Meghan McCormick; JoAnn Hsueh; Jason Sachs – Grantee Submission, 2023
Classroom-level quality measures are widely used in early education settings but may mask important variation in learning experiences across children in the same classroom. This study investigates this possibility using detailed data from an observational measure of individual children's learning experiences--Individualizing Student Instruction…
Descriptors: Learning Experience, Individual Differences, Individualized Instruction, Public Schools
Hsin-Hui Lu; Wei-Chun Che; Yung-Hao Yang; Feng-Ming Tsao – International Journal of Language & Communication Disorders, 2024
Background and Aims: This longitudinal study investigated the language skills, phonological working memory and lexical-tone perception of Mandarin-speaking late-talkers (LTs) and those with typical language development (TLD) at 27 months, while also examining their connections with novel word-referent mapping (W-R mapping) through eye-tracking at…
Descriptors: Phonemes, Mandarin Chinese, Delayed Speech, Language Skills
Rajan, Vinaya; Konishi, Haruka; Ridge, Katherine; Houston, Derek M.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Eastman, Nancy; Schwartz, Richard G. – Journal of Child Language, 2019
Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel…
Descriptors: Language Skills, Vocabulary Development, Receptive Language, Predictive Validity
Rajan, Vinaya; Konishi, Haruka; Ridge, Katherine; Houston, Derek M.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Eastman, Nancy; Schwartz, Richard G. – Grantee Submission, 2019
Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel…
Descriptors: Language Skills, Vocabulary Development, Receptive Language, Predictive Validity
Gridley, Nicole; Baker-Henningham, Helen; Hutchings, Judy – Child Care in Practice, 2016
Poor language skills can have a negative effect on a developing child if not identified early. Current strategies to identify families with children who may need additional support are limited, and may not detect child language problems before they become entrenched. The present study explores observed indices of parental language as a means of…
Descriptors: Observation, Parent Child Relationship, Receptive Language, Toddlers
Feldman, Heidi M.; Dale, Philip S.; Campbell, Thomas F.; Colborn, D. Kathleen; Kurs-Lasky, Marcia; Rockette, Howard E.; Paradise, Jack L. – Child Development, 2005
The MacArthur-Bates Communicative Development Inventories (CDI; Dale, 1996; Fenson et al., 1994), parent reports about language skills, are being used increasingly in studies of theoretical and public health importance. This study (N=113) correlated scores on the CDI at ages 2 and 3 years with scores at age 3 years on tests of cognition and…
Descriptors: Language Skills, Public Health, Receptive Language, Predictive Validity
