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Showing 1 to 15 of 38 results Save | Export
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Karem, Rachel Wright; Washington, Karla N.; Crowe, Kathryn; Jenkins, Alyssa; Leon, Michelle; Kokotek, Leslie; Raisor-Becker, Lesley; Westby, Carol – Language, Speech, and Hearing Services in Schools, 2019
Purpose: The purpose of this scoping review was to identify current measures used to evaluate the language abilities of multilingual preschoolers within the framework of the International Classification of Functioning, Disability and Health--Children and Youth Version (ICF-CY; World Health Organization, 2007). Method: This review adhered to…
Descriptors: Multilingualism, Preschool Children, Semantics, Child Language
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Caselli, Naomi K.; Pyers, Jennie E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Lexical iconicity--signs or words that resemble their meaning--is overrepresented in children's early vocabularies. Embodied theories of language acquisition predict that symbols are more learnable when they are grounded in a child's firsthand experiences. As such, pantomimic iconic signs, which use the signer's body to represent a body, might be…
Descriptors: American Sign Language, Vocabulary Development, Lexicology, Semantics
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Grossheinrich, Nicola; Schulte-Körne, Gerd; Marschik, Peter B; Kademann, Stefanie; von Suchodoletz, Waldemar; Sachse, Steffi – Developmental Science, 2019
Background: Early intervention for children identified as late talkers (LTs) at the age of 24 months is still a controversial issue in research and clinical routine. Previous studies have shown inconsistent results regarding predictors of early lexical deficits on school-age outcomes of late-talking toddlers. Methods: In a five-wave follow-up…
Descriptors: Toddlers, Child Language, Delayed Speech, Verbal Development
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Hao, Ying; Bedore, Lisa; Sheng, Li; Zhou, Peng; Zheng, Li – First Language, 2021
Mandarin classifiers are a complex system, but little is known about how Mandarin-speaking children manage to learn the system. Based on the extant literature, we explored potential factors influencing the comprehension and production of Mandarin shape classifiers, including classifier-based semantic categorization and errors pertaining to the…
Descriptors: Mandarin Chinese, Form Classes (Languages), Language Processing, Child Language
Feldman, Melanie; Maye, Melissa; Levinson, Sarah; Carter, Alice; Blacher, Jan; Eisenhower, Abbey – Grantee Submission, 2019
Background and aims: High quality student-teacher relationships (STR) are important for children's academic and social development. We explore how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism…
Descriptors: Teacher Student Relationship, Elementary School Teachers, Elementary School Students, Young Children
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Schults, Astra; Tulviste, Tiia – First Language, 2016
The growth rate and the composition of expressive lexicon was studied in a sample of 903 infants between the age of 0;8 and 1;4 whose parents completed the Estonian adaptation of the MacArthur-Bates Communicative Development Inventory-Words and Gestures. As expected, older children had on average larger vocabularies compared to younger children.…
Descriptors: Foreign Countries, Infants, Expressive Language, Child Language
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Honig, Alice Sterling – Early Child Development and Care, 2017
How to help babies and young children right from birth to become competent in talking as well as emergent literacy is illustrated by research findings as well as with specific clinical stories. Both kinds of knowledge can serve to galvanize parents and teachers to increase awareness of infant and preschool language development and the crucial role…
Descriptors: Language Acquisition, Emergent Literacy, Preschool Children, Caregiver Role
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Can, Dilara Deniz; Ginsburg-Block, Marika; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathryn – Journal of Child Language, 2013
This longitudinal study examined the predictive validity of the MacArthur Communicative Developmental Inventories-Short Form (CDI-SF), a parent report questionnaire about children's language development (Fenson, Pethick, Renda, Cox, Dale & Reznick, 2000). Data were first gathered from parents on the CDI-SF vocabulary scores for seventy-six…
Descriptors: Semantics, Pragmatics, Word Recognition, Longitudinal Studies
Shore, Cecilia – 1982
Relationships between "combinatorial" abilities in language, symbolic play, blockbuilding, and non-semantic action sequences were explored in a study of 30 infants between 82 and 91 weeks of age. Subjects were observed in a laboratory playroom setting for approximately 45 minutes. During this time, a number of tasks were administered…
Descriptors: Child Language, Cognitive Ability, Cognitive Development, Infants
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Hare, Victoria Chou – Reading Teacher, 1984
Points out that children must master a great deal of information about form classes, written conventions, and word referent relationships in order to understand what teachers mean when they use the term "word." (FL)
Descriptors: Child Language, Cognitive Processes, Language Processing, Language Skills
French, Lucia – 1981
The ways in which preschoolers use the word "but" were studied. It was found that the eight preschoolers, who ranged in age from 3;9 to 5;5, were able to use "but" to express a number of different types of adversative relationships. "But" introduced clauses containing information that: (1) contrasted with shared knowledge about the usual state of…
Descriptors: Child Language, Discourse Analysis, Language Acquisition, Language Processing
Zwicky, Arnold M.; And Others – 1980
This volume discusses some of the language-related factors involved in bilingual education. The first paper surveys the major results and current research topics in the field of syntax, with an emphasis on how they might be of relevance to bilingual education. The first part of the article gives an overview on the nature of the field of syntax,…
Descriptors: Bilingual Education, Child Language, Grammar, Interdisciplinary Approach
Lightbown, Patsy M. – 1977
Two English-speaking six-year-olds attending a French-speaking kindergarten in Montreal were tested for the content of their French L2 (second language) utterances. An adaptation of the mean length of utterance (MLU) index was used to judge the order of acquisition in the encoding of semantic-syntactic relations in the second language. The same…
Descriptors: Bilingualism, Child Language, French, Kindergarten Children
Harris, Wendy J.; Rohwer, William D., Jr. – 1975
This study investigates children's semantic integration of sentence information as a function of instructions (form or substance), test sentence form (verbatim or paraphrased from acquisition story sentences), and story content (spatial or general relationships). After 144 fifth-grade children were presented with twelve short acquisition stories,…
Descriptors: Child Language, Children, Cognitive Processes, Language Skills
Coker, Pamela L.; Legum, Stanley E. – 1972
The Entry Survey is a 22-item, individually administered test assessing kindergarten children's language skills. Sixteen of the items address the semantic development of the following pairs of polar opposites: before-after, large-small, tall-short, and thick-thin. The remaining six items address letter identification ("c,""m,"…
Descriptors: Child Language, Early Childhood Education, Educational Research, Kindergarten Children
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