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Direct linkSmith, Diana M. – ProQuest LLC, 2017
"Language for Learning" ("LL") is an oral language curriculum that uses Direct Instruction (DI) methodology. DI is well researched, but only limited studies exists on the use of "LL" with children with autism spectrum disorder (ASD). This study used a multiple baseline research design, across four, four-year-old…
Descriptors: Pervasive Developmental Disorders, Autism, Direct Instruction, Language Acquisition
Peer reviewed
Download full textKim, Young-Suk Grace – Grantee Submission, 2017
The role of working memory in vocabulary acquisition has been well established in the literature. In this study, we proposed and empirically tested the multicomponent view of vocabulary acquisition, which states that multiple language and cognitive skills are involved to facilitate phonological and semantic representations needed for vocabulary…
Descriptors: Vocabulary Development, Language Acquisition, Elementary School Students, Short Term Memory
Berezkina, Maimu – Language Policy, 2018
This article examines language policy in the virtual linguistic landscape (VLL) in Norway and its development over time. The analysis is based on diachronic website data and interviews with state employees concerning the presence or absence of different languages on the websites of three central state institutions. The article reveals a linguistic…
Descriptors: Public Sector, Diachronic Linguistics, Language Acquisition, Virtual Classrooms
Paavola-Ruotsalainen, Leila; Lehtosaari, Jaana; Palomäki, Josefina; Tervo, Immi – Journal of Child Language, 2018
Maternal responsive and directive speech to children at ages 0;10 and 2;0 was investigated by applying a procedure frst introduced by Flynn and Masur (2007) to a new language community (Finnish). The issues examined were consistency and stability over time, and also the role of responsiveness and directiveness in child linguistic development at…
Descriptors: Mothers, Parent Child Relationship, Infants, Prediction
Vasc, Dermina; Miclea, Mircea – Early Child Development and Care, 2018
Iconic gestures illustrate complex meanings and clarify and enrich the speech they accompany. Little is known, however, about how children use iconic gestures in the absence of speech. In this study, we used a cross-sectional design to investigate how 3-, 4- and 5-year-old children (N = 51) communicate using pantomime iconic gestures. Children…
Descriptors: Age Differences, Preschool Children, Nonverbal Communication, Case Studies
Grygas Coogle, Christan; Floyd, Kimberly K.; Rahn, Naomi L. – Journal of Early Intervention, 2018
An adapted alternating treatments design, replicated across two books, was used to examine the effects of Dialogic Reading delivered using traditional paperback books and technology-enhanced books utilizing a Surface tablet on the vocabulary acquisition of four preschoolers with autism spectrum disorder. For each book, 30 words were randomly…
Descriptors: Dialogs (Language), Reading Instruction, Preschool Children, Autism
Jean-Baptiste, Rachel; Klein, Harriet B.; Brates, Danielle; Moses, Nelson – Child Language Teaching and Therapy, 2018
This study was designed to examine the strength of question types to obligate complete responses from children, and the effect of age and play context. Participants were typically developing children (mean ages 2;8, 3;4 and 4;7), who engaged in play with three speech-language pathologists in play contexts. Questions posed to the children were…
Descriptors: Sentences, Syntax, Statistical Analysis, Responses
Weber, Ann M.; Marchman, Virginia A.; Diop, Yatma; Fernald, Anne – Journal of Child Language, 2018
Valid indigenous language assessments are needed to further our understanding of how children learn language around the world. We assessed the psychometric properties and performance of two caregiver-report measures of Wolof language skill (language milestones achieved and vocabulary knowledge) for 500 children (ages 0;4 to 2;6) living in rural…
Descriptors: Validity, Caregivers, Child Language, Language Skills
Novogrodsky, Rama; Meir, Natalia; Michael, Rachel – International Journal of Language & Communication Disorders, 2018
Background: While considerable research exists on morphosyntax of school-age children with hearing impairment (HI), little is known about development of morphosyntax at younger ages. Some studies show that young children with HI have a delay in language abilities compared with children with normal hearing (NH); conversely, other studies show…
Descriptors: Toddlers, Hearing Impairments, Sentences, Repetition
Bittner, Dagmar; Bartz, Damaris – First Language, 2018
Studies on L1- and L2-acquisition of German and Dutch have shown that the particles "too/also" and "again" hamper the realization of finiteness while the particle "not" promotes it. In this study the authors ask whether adversative "but" also affects the realization of finiteness. By applying a…
Descriptors: German, Phrase Structure, Language Acquisition, Syntax
Ninio, Anat – First Language, 2018
Many sentences of adult English are analytic constructions, namely clauses with a matrix verb complemented by a dependent predicate that does not have an expressed syntactic subject. Examples are subject and object control, raising to subject or object, periphrastic tense, aspect and modality, copular predication and "do"-support. In…
Descriptors: Semantics, Language Acquisition, English, Phrase Structure
French, Martha M.; Searls, Susan C. – Odyssey: New Directions in Deaf Education, 2018
Teachers and speech-language specialists at New York's Early Childhood Center, Rochester School for the Deaf, gather regularly to talk about their students and discuss strategies for expediting students' language development. These communities of practice meeting offer a collaborative approach to understanding students and helping improve their…
Descriptors: Communities of Practice, Teacher Collaboration, Cooperative Planning, Special Schools
Donegan-Ritter, Mary; Van Meeteren, Beth – Infants and Young Children, 2018
This article describes how practice-based coaching was used with Early Head Start infant and toddler teachers to support their use of evidence-based language facilitation strategies. Video-based self-refection and focused feedback allowed teachers to recognize what they were already doing well and increased the fidelity of evidence-based…
Descriptors: Infants, Toddlers, Coaching (Performance), Language Acquisition
Moody, C. T.; Baker, B. L.; Blacher, J. – Journal of Intellectual Disability Research, 2018
Background: Despite studies of how parent-child interactions relate to early child language development, few have examined the continued contribution of parenting to more complex language skills through the preschool years. The current study explored how positive and negative parenting behaviours relate to growth in complex syntax learning from…
Descriptors: Preschool Children, Parent Child Relationship, Syntax, Developmental Delays
Swanson, Meghan R.; Shen, Mark D.; Wolff, Jason J.; Boyd, Brian; Clements, Mark; Rehg, James; Elison, Jed T.; Paterson, Sarah; Parish-Morris, Julia; Chappell, J. Chad; Hazlett, Heather C.; Emerson, Robert W.; Botteron, Kelly; Pandey, Juhi; Schultz, Robert T.; Dager, Stephen R.; Zwaigenbaum, Lonnie; Estes, Annette M.; Piven, Joseph – Child Development, 2018
Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty-nine 9-month-old infants at high or low familial risk for ASD contributed full-day in-home language recordings.…
Descriptors: Infants, Autism, Pervasive Developmental Disorders, Environmental Influences
