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Direct linkAmy E. Barth; Sharon Vaughn; Philip Capin; Eunsoo Cho; Stephanie Stillman-Spisak; Leticia Martinez; Heather Kincaid – Topics in Language Disorders, 2016
Purpose: We examined the effects of a text-processing reading comprehension intervention emphasizing listening comprehension and expressive language practices with middle school students with reading difficulties. Method: A total of 134 struggling readers in grades 6-8 were randomly assigned to treatment (n = 83) and control conditions (n = 51)…
Descriptors: Reading Comprehension, Intervention, Listening Comprehension, Expressive Language
Curenton, Stephanie M. – Topics in Language Disorders, 2015
This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions,…
Descriptors: African American Children, Preschool Children, Emotional Response, Pragmatics
Martin, Gary E.; Klusek, Jessica; Estigarribia, Bruno; Roberts, Joanne E. – Topics in Language Disorders, 2009
On average, language and communication characteristics of individuals with Down syndrome (the most common genetic cause of intellectual disability) follow a consistent profile. Despite considerable individual variability, receptive language is typically stronger than expressive language, with particular challenges in phonology and syntax. We…
Descriptors: Nonverbal Communication, Phonology, Syntax, Down Syndrome
