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Peer reviewed
Direct linkChen, Jennifer J. – Kappa Delta Pi Record, 2022
In this article, the author offers recommendations for pedagogical practice based on the assessment results of uppercase letter-name knowledge among Spanish-speaking preschool children from low-income backgrounds.
Descriptors: Student Evaluation, Preschool Children, Alphabets, Naming
Ribeiro, Daniela M.; Miguel, Caio F. – Journal of Applied Behavior Analysis, 2020
Previous research has shown that children with autism spectrum disorder (ASD) can categorize visual stimuli without direct training when they can also tact these stimuli using a common name and behave as listeners in relation to this name. However, children usually learn to assign objects specific names prior to learning the category to which they…
Descriptors: Training, Visual Stimuli, Classification, Children
Kushner, Elizabeth H.; Britsch, Emily Roemer; Iverson, Jana M. – International Journal of Language & Communication Disorders, 2023
Background: Early in development, caregivers' object labelling contributes to children's word learning. Language development is a bi-directional process, and differences in joint engagement (JE) and language among children with developmental disabilities such as autism spectrum disorder (ASD) may provide caregivers varying contexts and…
Descriptors: Caregivers, Toddlers, Autism Spectrum Disorders, At Risk Persons
Xie, Ruibo; Fang, Yuanyuan; Wu, Xinchun; Nguyen, Thi Phuong – Reading and Writing: An Interdisciplinary Journal, 2023
Children's idiom comprehension is an important aspect of language development. Idioms have both literal and figurative meanings, and there are often great differences between literal meaning and figurative meaning, which brings great difficulties to children's accurate understanding of idioms. As a kind of underlying language ability,…
Descriptors: Foreign Countries, Elementary School Students, Reading Comprehension, Language Patterns
Pan, Dora Jue; Lin, Dan – Language Learning, 2023
In this study, we investigated the direct and indirect associations of different cognitive-linguistic skills and Chinese reading comprehension in Hong Kong kindergarteners. We assessed 179 children's nonverbal IQ, cognitive-linguistic skills, word reading, listening comprehension, and reading comprehension. Results showed significant correlations…
Descriptors: Chinese, Reading Comprehension, Kindergarten, Preschool Children
Griffith, Shayl F.; Casanova, Samantha M.; Delisle, Jillian H. – Early Child Development and Care, 2023
Parent-child back-and-forth conversation is recognized as important for early development. Accordingly, child media use guidelines encourage parents to co-use media, including mobile media, with children. However, information on the types of conversational interactions that occur during co-use of apps, and the best ways for parents to encourage…
Descriptors: Parent Child Relationship, Computer Software, Child Development, Preschool Children
Download full textG. K. Schatzman – Penn GSE Perspectives on Urban Education, 2024
This article examines the administrative and bureaucratic barriers faced by trans and nonbinary high-school students in the School District of Philadelphia. Despite strong gender-inclusive policies like the district's Policy 252, student interviews, first-hand observation, and document analysis reveal a variety of stress points that trans and…
Descriptors: Sexuality, LGBTQ People, Student Diversity, Barriers
Michèle Masson-Trottier; Karine Marcotte; Elizabeth Rochon; Carol Leonard; Ana Inés Ansaldo – International Journal of Language & Communication Disorders, 2024
Background: Over 50% of individuals with aphasia face ongoing word-finding issues. Studies have found phonologically oriented therapy helpful for English speakers, but this has not yet been studied in French. It is essential to assess the effectiveness of such a therapy in French, considering the distinct linguistic typologies between both…
Descriptors: Aphasia, French, Phonology, Language Processing
Xiaotong Xi; Peng Li; Pilar Prieto – Language Learning, 2024
This study investigates whether audiovisual phonetic training with hand gestures encoding visible or nonvisible articulation features has a differential impact on learning second language sounds. Ninety-nine Catalan-Spanish bilingual students were trained to differentiate English /ae/ and /[lambda]/, which differ in the visible lip aperture and…
Descriptors: Second Language Learning, Vowels, Nonverbal Communication, Articulation (Speech)
Hoyos, Patricia M.; Kim, Na Yeon; Cheng, Debby; Finkelston, Abigail; Kastner, Sabine – Developmental Science, 2021
In the adult brain, biases in the allocation of spatial attention can be measured using a line bisection task and are directly relatable to neural attention signals in the fronto-parietal attention network. Behavioral studies on the development of spatial biases have yielded a host of inconsistent results, likely due to variance in sample size,…
Descriptors: Spatial Ability, Bias, Cognitive Development, Children
Graf Estes, Katharine; Antovich, Dylan M.; Verde, Erica L. – Journal of Child Language, 2021
This research investigates selectivity in word learning for bilingual infants. Previous work demonstrated that bilingual infants show greater openness to non-native language sounds in object labels than monolinguals (Hay et al., 2015; Singh, 2018). It remains unclear whether bilingual openness extends to nonspeech sounds. We presented 14- and…
Descriptors: Infants, Bilingualism, Vocabulary Development, Second Languages
Lee, Gabrielle T.; Hu, Xiaoyi; Jin, Ning – Journal of Autism and Developmental Disorders, 2021
Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to…
Descriptors: Computer Assisted Instruction, Naming, Children, Autism
Rasenberg, Marlou; Özyürek, Asli; Bögels, Sara; Dingemanse, Mark – Discourse Processes: A Multidisciplinary Journal, 2022
When people interact to establish shared symbols for novel objects or concepts, they often rely on multiple communicative modalities as well as on alignment (i.e., cross-participant repetition of communicative behavior). Yet these interactional resources have rarely been studied together, so little is known about if and how people combine multiple…
Descriptors: Interpersonal Communication, Communication Strategies, Nonverbal Communication, Task Analysis
Spruhan, Helen; Niolaki, Georgia; Vousden, Janet; Terzopoulos, Aris; Masterson, Jackie – Journal of Educational Research, 2022
The association of phonological and lexical-semantic processes with spelling ability in children has received scant research interest even though uncovering such associations can increase our understanding of literacy development. A cross-sectional study was carried out with 42 6- and 8-year-old children in the southeast of Ireland. The children…
Descriptors: Spelling, Academic Achievement, Foreign Countries, Elementary School Students
AuBuchon, Angela M.; Elliott, Emily M.; Morey, Candice C.; Jarrold, Christopher; Cowan, Nelson; Adams, Eryn J.; Attwood, Meg; Bayram, Büsra; Blakstvedt, Taran Y.; Büttner, Gerhard; Castelain, Thomas; Cave, Shari; Crepaldi, Davide; Fredriksen, Eivor; Glass, Bret A.; Guitard, Dominic; Hoehl, Stefanie; Hosch, Alexis; Jeanneret, Stéphanie; Joseph, Tanya N.; Koch, Christopher; Lelonkiewicz, Jaroslaw R.; Meissner, Grace; Mendenhall, Whitney; Moreau, David; Ostermann, Thomas; Özdogru, Asil Ali; Padovani, Francesca; Poloczek, Sebastian; Röer, Jan Philipp; Schonberg, Christina; Tamnes, Christian K.; Tomasik, Martin J.; Valentini, Beatrice; Vergauwe, Evie; Vlach, Haley; Voracek, Martin – Journal of Cognition and Development, 2022
A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the…
Descriptors: Language Processing, Phonology, Serial Ordering, Recall (Psychology)
