Although there is promising evidence for parent-tutoring strategies for improving oral reading fluency, such parent tutoring programs are not widely used in schools. This study examined the effectiveness of providing parent training in school settings using teachers as trainers. An evidence-based reading package including listening passage…

This paper analyses laughter in spoken academic discourse, with the aim of discovering why lecturers provoke laughter in their lectures. A further purpose of the paper is to identify episodes in British data which may differ from those in other cultural contexts where other lecturing practices prevail, and thus to inform the design of study skills…

The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the…

The majority of students who are deaf or hard of hearing currently receive educational services in general education settings. Trends that have led to this shift in placement as well as potential benefits and barriers are presented. A unique partnership between the Washington State Center for Childhood Deafness and Hearing Loss (formerly the…

This article expands on the work of S. F. Warren, M. E. Fey, and P. J. Yoder (2007) by applying their suggested intervention-intensity parameters to narrative language intervention with school-aged children. These pharmacologically based dosage concepts are examined from two perspectives: oral narrative skills as the target of language therapy and…

Some studies have argued that orthography can influence speakers when they perform oral language tasks. Words containing a mute vowel provide well-suited stimuli to investigate this phenomenon because mute vowels, such as the second "e" in "vegetable", are present orthographically but absent phonetically. Using an auditory word-stem completion…

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but…

This program evaluation study addressed the struggle of local elementary school speech-language pathologists (SLPs) in a school district to provide evidence-based intervention in language for students below grade level as required by the U.S. Department of Education. Recently, Language Lab™ was published to address the needs of oral language…

The preparation of both language-building activities and a variety of teacher/student interaction patterns increase both oral language participation and content learning in a course of manual therapy with mixed-language ability students. In this article, the researchers describe their collaboration in a content-based course in English with English…

This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

The "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School" practice guide was developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel to support teachers in providing language instruction. The practice guide provides teachers with guidelines and examples of ways to…

This study is the result of continuous four-year work in the field of noting and reviewing of errors in learning English. The object of this research were 50 students at the State University of Tetova who study English. In this work were studied errors made by students during tests, interviews, dictations, writing paragraphs and different essays.…

Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according…

This pilot study investigates whether requiring participation in community-based learning can motivate intermediate level Spanish learners to engage in more frequent interaction in Spanish outside of the classroom and course requirements. Using the theoretical framework of willingness to communicate in a second language, this study combines both…

Thirteen children and young adults with Down syndrome (DS) completed tests of language and reading and their performance was compared to that of three control groups. Reading comprehension was confirmed to be a specific deficit in DS and found to be strongly correlated with underlying language skills. Although reading comprehension was more…