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Direct linkFacon, Bruno; Magis, David; Courbois, Yannick – American Journal on Intellectual and Developmental Disabilities, 2021
The aim of this study was to examine the developmental trajectories of comprehension of relational concepts among 557 participants with intellectual disability (ID) of undifferentiated etiology (M age = 12.20 years, SD = 3.18) and 557 typically developing (TD) participants (M age = 4.57 years, SD = 0.80). Logistic regression analyses, with…
Descriptors: Intellectual Disability, Preadolescents, Early Adolescents, Comprehension
Olson, Collin S. – ProQuest LLC, 2023
Gestures and other bodily movements are frequently used as instructional strategies in second language classrooms. Research has demonstrated that gestures are an effective strategy to improve L2 vocabulary recall. However, previous studies have only used vocabulary items that are known to participants in their native languages. Additionally,…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Nonverbal Communication
Terantino, Joe; Donovan, Sarah – Middle School Journal, 2021
This article presents a protocol for utilizing conferring strategies for reading conferences with English Language Learners (ELLs) as a means to support their reading comprehension skills and develop content area vocabulary in middle level education. The Conferring with English Language Learners (CELL) Protocol emphasizes ELLs' conversational…
Descriptors: English Language Learners, Reading Comprehension, Reading Instruction, Vocabulary Development
Henbest, Victoria S.; Apel, Kenn – Journal of Speech, Language, and Hearing Research, 2018
Purpose: The purpose of this study was to examine the orthographic fast-mapping abilities of 5- and 6-year-old children across time to determine (a) growth in the ability to quickly acquire mental images of written words, (b) the effect of words' statistical regularities on the learning of written word images across time, (c) whether the…
Descriptors: Cognitive Mapping, Literacy, Spelling, Concept Formation
Apanasionok, Magdalena M.; Hastings, Richard P.; Grindle, Corinna F.; Watkins, Richard C.; Paris, Andreas – Journal of Research in Science Teaching, 2019
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions--students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education,…
Descriptors: Science Instruction, Teaching Methods, Outcomes of Education, Intellectual Disability
Rufsvold, Ronda; Wang, Ye; Hartman, Maria C.; Arora, Sonia B.; Smolen, Elaine R. – American Annals of the Deaf, 2018
The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH…
Descriptors: Deafness, Hearing Impairments, Preschool Children, Vocabulary Development
Download full textHasan, Md. Kamrul; Shabdin, Ahmad Affendi – PASAA: Journal of Language Teaching and Learning in Thailand, 2016
The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…
Descriptors: Reading Comprehension, Vocabulary Development, Correlation, Literature Reviews
Neuman, Susan B.; Wright, Tanya S. – American Educator, 2014
Developing a large and rich vocabulary is central to learning to read. Children must know the words that make up written texts in order to understand them, especially as the vocabulary demands of content-related materials increase in the upper grades. Studies have documented that the size of a person's vocabulary is strongly related to how…
Descriptors: Vocabulary Development, Academic Discourse, Poverty, Reading Skills
Kaefer, Tanya; Pinkham, Ashley M.; Neuman, Susan B. – Society for Research on Educational Effectiveness, 2010
The purpose of this design experiment was to research, test and iteratively design a set of taxonomically-organized storybooks that served to scaffold young children's word learning and concept development. Specifically, Phase 1 of the design experiment asked: (1) What are the effects of taxonomic organization on children's ability to acquire…
Descriptors: Preschool Children, Scaffolding (Teaching Technique), Childrens Literature, Books
Neuman, Susan B.; Newman, Ellen H.; Dwyer, Julie – Reading Research Quarterly, 2011
The purpose of this study was to examine the hypothesis that helping preschoolers learn words through categorization may enhance their ability to retain words and their conceptual properties, acting as a bootstrap for self-learning. We examined this hypothesis by investigating the effects of the World of Words instructional program, a supplemental…
Descriptors: Preschool Children, Disadvantaged Youth, Vocabulary Development, Intervention
Kozminsky, Ely; Asher-Sadon, Revital – Interdisciplinary Journal of E-Learning and Learning Objects, 2013
Traditionally, children's books are in a printed format and shared book reading is done with an adult. In recent years, interactive E-books have become a common medium for children's books and shared book reading is diminishing. This study compared the contribution of book format to the development of literacy in kindergarten children. We…
Descriptors: Electronic Publishing, Printed Materials, Books, Childrens Literature
Rundblad, Gabriella; Annaz, Dagmara – British Journal of Developmental Psychology, 2010
Figurative language, such as metaphor and metonymy are common in our daily communication. This is one of the first studies to investigate metaphor and metonymy comprehension using a developmental approach. Forty-five typically developing individuals participated in a metaphor-metonymy verbal comprehension task incorporating 20 short…
Descriptors: Comprehension, Cognitive Processes, Figurative Language, Concept Formation
Orosco, Michael J. – Exceptionality, 2014
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…
Descriptors: English Language Learners, Hispanic American Students, Grade 3, Elementary School Students
Peer reviewedCaskey, Helen J. – Reading Teacher, 1970
Descriptors: Comprehension, Concept Formation, Critical Reading, Evaluative Thinking
LANGER, JOHN H. – 1967
THE PROCESSES OF THOUGHT, OF CONCEPT DEVELOPMENT, AND OF VOCABULARY DEVELOPMENT ARE SIGNIFICANTLY INTERRELATED. COMMUNICATION OF IDEAS DEPENDS UPON THE ABILITY TO ASSOCIATE WRITTEN AND VERBAL SYMBOLS WITH THE REFERENTS THROUGH A SYSTEMATIC PROCESS OF REORGANIZING AND INTEGRATING OLD AND NEW CONCEPTS. THE ABILITY TO ASSOCIATE, IN TURN, DEPENDS UPON…
Descriptors: Concept Formation, Reading Achievement, Reading Comprehension, Vocabulary Development
