Echolalia is a typical feature of children with epilepsy and autism, but whether it is pathological is still controversial. This article aims to explore the contentious issue of echolalia based on data from three selected Chinese children with epilepsy and autism. Through discourse analysis, we explored two types of echolalia: immediate echolalia…

Deafblindness is complex, and there is very limited research on literacy for learners who are deafblind, including on comprehension. This study investigated current practices for comprehension development for learners who are deafblind. Data were collected through a survey and interviews from 63 U.S. participants who were teachers, interveners,…

Two sets of nonwords (with and without true morphemes) were compared for their ability to differentiate students in Grades 1 through 12 with and without language impairment (36 each; N = 72) on a nonword repetition task. Results indicated that either nonword type could contribute to differential diagnosis.

In this pilot study, we ask whether repeated storybook reading is also beneficial for word learning in children diagnosed with specific language impairment (SLI). We compared 3-year-old German learning children diagnosed with SLI to typically developing children matched on age and socioeconomic status (SES). One week later, children with SLI…

The question of what size speech sample is sufficient to accurately identify stuttering and its myriad characteristics is a valid one. Short samples have a risk of over- or underrepresenting disfluency types or characteristics. In recent years, there has been a trend toward using shorter samples because they are less time-consuming for…

This study examines the impact of repeated exposures on word learning of preschool children with and without hearing loss (HL) in quiet and noise conditions. Participants were 19 children with HL and 17 peers with normal hearing (NH). Children were introduced to 16 words: 8 in quiet and 8 in noise conditions. Production and identification scores…

Adult co-construction with children who use augmentative and alternative communication (AAC) has been found to facilitate child communicative competence in general, but few studies have examined adult co-construction during the telling of personal narratives. This study explored the use of adult co-constructive strategies during personal…