Children's oral language skills at the earliest stages of education are known to determine their success at school later on. Improving oral language skills is achievable through targeted intervention, and drama can be an effective intervention medium, but its potential has not been extensively evaluated to date. The present study piloted an…

This study investigates the referential choice of Mandarin-speaking children with autism spectrum disorder (ASD). The data consist of narratives from 16 children with ASD and 16 typically-developing (TD) children. The narratives were elicited using the wordless picture book "Frog, where are you?" Participants' referential expressions…

This study used elicited production methodology to investigate the negative sentences that are produced by English-speaking children with specific language impairment (SLI). Negative sentences were elicited in contexts in which adults use the negative auxiliary verb doesn't (e.g., "It doesn't fit"). This form was targeted to see how…

The study investigated morphosyntactic abilities and semantic-pragmatic competence in 24 children with developmental dyslexia aged 7-12 years. Morphosyntactic abilities were investgated in a direct object clitic production task, semantic-pragmatic competence in a quantifier comprehension task. Children with dyslexia produced fewer clitics than…

Both reading and language experiences contribute to vocabulary development, but questions remain as to what effect each has and when. This article investigates the effects that reading, telling and sharing a story have on vocabulary acquisition. Children (N = 37) were told nine stories in a randomized, single-blind and counterbalanced 2 × 3 mixed…