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Implementing Dialogic Reading Intervention through Community-Based Participatory Research: A Tutorial
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Holt, Yolanda; Asagbra, Elijah – Language, Speech, and Hearing Services in Schools, 2021
Purpose: This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method: The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training…
Descriptors: Reading Instruction, Intervention, Participatory Research, African Americans
Stuttering Frequency in Relation to Lexical Diversity, Syntactic Complexity, and Utterance Length
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Wagovich, Stacy A.; Hall, Nancy E. – Communication Disorders Quarterly, 2018
Children's frequency of stuttering can be affected by utterance length, syntactic complexity, and lexical content of language. Using a unique small-scale within-subjects design, this study explored whether language samples that contain more stuttering have (a) longer, (b) syntactically more complex, and (c) lexically more diverse utterances than…
Descriptors: Stuttering, Lexicology, Syntax, Word Frequency
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties
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Connor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie – Scientific Studies of Reading, 2018
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Metacognition
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties
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Connor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie – Grantee Submission, 2018
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Metacognition
Deception Dissociates from False Belief Reasoning in Deaf Children: Implications for the Implicit versus Explicit Theory of Mind Distinction
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de Villiers, Peter A.; de Villiers, Jill G. – British Journal of Developmental Psychology, 2012
Deception is a controversial aspect of theory of mind, and researchers disagree about whether it entails an understanding of the false beliefs of one's opponent. The present study asks whether children with delayed language and delayed explicit false belief reasoning can succeed on explicit deception tasks. Participants were 45 orally taught deaf…
Descriptors: Deafness, Children, Deception, Beliefs