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Direct linkDean, Jessica; Pascoe, Michelle; le Roux, Jane – Child Language Teaching and Therapy, 2021
Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for…
Descriptors: Elementary School Students, Intervention, Reading Instruction, Reading Comprehension
Godin, Marie-Pier; Gagné, Andréanne; Chapleau, Nathalie – Child Language Teaching and Therapy, 2018
The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD)…
Descriptors: Spelling, French, Language Acquisition, Error Patterns
Tattersall, Patricia J.; Nelson, Nickola Wolf; Tyler, Ann A. – Child Language Teaching and Therapy, 2015
Prior research has shown possible relations among nonword repetition (NWR), vocabulary, and phonological processing skills in children with and without language impairment. This study was designed to investigate whether relationships would differ for students with primary language impairment (PLI) and typical language (TL) and whether they would…
Descriptors: Vocabulary Development, Phonemes, Phonology, Language Processing
Using Parental Questionnaires to Investigate the Heritage Language Proficiency of Bilingual Children
Abbot-Smith, Kirsten; Morawska-Patera, Patrycja; Luniewska, Magdalena; Spruce, Megan; Haman, Ewa – Child Language Teaching and Therapy, 2018
We asked whether parental questionnaires on the heritage language proficiency of bilingual children might elucidate how proficient bilingual children are in their heritage language. We tested 20 UK-based Polish-English bilingual children between 4;5 and 5;9 years on Polish and English versions of the Cross-linguistic Lexical Tasks (CLTs). These…
Descriptors: Questionnaires, Parent Attitudes, Bilingualism, English
Claessen, Mary; Leitao, Suze – Child Language Teaching and Therapy, 2012
It has been hypothesized that children with specific language impairment (SLI) have difficulty processing sound-based information, including storing and accessing phonological representations in the lexicon. Tasks are emerging in the literature that provide a measure of the quality of stored phonological representations, without requiring a verbal…
Descriptors: Language Impairments, Children, Phonological Awareness, Language Processing
Godfrey, J.; Pring, T.; Gascoigne, M. – Child Language Teaching and Therapy, 2005
Children from two mainstream schools who had poor communication skills were selected to take part in this study. Following formal and informal assessments of their language and pragmatic skills, they were randomly assigned to treatment and no treatment groups. Treatment consisted of attending eight weekly sessions of a social skills training…
Descriptors: Pragmatics, Homogeneous Grouping, Group Therapy, Communication Skills
