Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more…

This study explored the background knowledge (BK) and reading comprehension (RC) relationship for struggling adult readers. Using confirmatory factor analyses, a single-factor BK model exhibited better fit than a two-factor model separating academic knowledge and general information, which indicates that BK represents a unidimensional construct…

This study explored the background knowledge (BK) and reading comprehension (RC) relationship for struggling adult readers. Using confirmatory factor analyses, a single-factor BK model exhibited better fit than a two-factor model separating academic knowledge and general information, which indicates that BK represents a unidimensional construct…

There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique…

This study examines the role of a particular kind of linguistic input--talk about the past and future, pretend, and explanations, that is, talk that is decontextualized--in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk…

Purpose: This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. Method: The…

This study explored effects of Spanish oral language skills (vocabulary and syntax) on the development of English oral language skills (vocabulary, morphology, semantics, syntax) and reading comprehension among 156 bilingual Latino children in second through fifth grade whose first language was Spanish and whose second language was English. Using…

Background: Little is known about the nature, range and prevalence of different subgroups in language trajectories extant in a population from 4 to 11 years. This hinders strategic targeting and design of interventions, particularly targeting those whose difficulties will likely persist. Methods: Children's language abilities from 4 to 11 years…