Spelling is a prerequisite to expressing vocabulary in writing. Research has shown that children with dyslexia are hesitant spellers when composing. This study aimed to determine whether the hesitant spelling of children with dyslexia, evidenced by frequent pausing, affects vocabulary choices when writing. A total of 31 children with dyslexia,…

This study compared bilingual and monolingual school beginners on measures of simple and complex verbal working memory and receptive and expressive vocabulary. The aim was to determine whether the tests of working memory are fairer measures of language ability than the vocabulary tests for bilingual children when tested in their second language.…

This prospective, longitudinal, study charted the developmental profiles of young children with Autism Spectrum Disorders (ASD) identified through routine developmental surveillance. 109 children with Autistic Disorder (AD), "broader" ASD, and developmental and/or language delays (DD/LD) were assessed using the Mullen Scales of Early Learning…

Development of receptive and expressive language skills is an important foundational skill in early childhood education. Recently, early childhood education professionals have begun using Web-based technology to assist in developing these skills. One Web-based technology that holds potential to support children's learning is "VoiceThread" which…

This article presents results from a large population-based study of early communicative development in Norwegian children using an adaptation of the MacArthur-Bates Communicative Development Inventories, comprising 6574 children between 8 and 36 months. Data were collected via the Internet. In accordance with similar studies from other languages,…

Variability in clinical expression and in intervention outcome has been described in autism spectrum disorder (ASD). The study examined progress after 1 and 2 years of intervention and compared the impact of baseline cognitive ability on outcome trajectories in 46 children (m = 25.5 months) with ASD. The entire group showed a gradual decrease in…

Purpose: To identify, integrate, and summarize evidence from empirical studies of the language abilities of children who stutter (CWS) and children who do not stutter (CWNS). Method: Candidate studies were identified through electronic databases, the tables of contents of speech-language journals, and reference lists of relevant articles and…

This study investigated different forms of pretend and physical play as predictors of preschool children's "affective social competence" (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated in…

The present article reports third-year findings from a three-year longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38-48 months) randomly assigned to two Head Start classrooms. In Year 1 preschoolers were randomly assigned to a transitional bilingual education (TBE) or predominantly English classroom, and…

Receptive language skills allow students to understand the meaning of words spoken to them. When students are unable to comprehend the majority of the words that are spoken to them, they do not have the ability to act on those words, follow given directions, build on prior knowledge, or construct adequate meaning. The inability to understand the…

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2,…

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based…

Background: Children with specific language impairment (CwSLI) are consistently reported to have short-term memory (STM) and working memory (WM) difficulties. Aim: To compare STM and WM abilities in CwSLI with children with pragmatic language impairment (CwPLI). Methods & Procedures: Primary school-aged CwSLI (n = 12) and CwPLI (n = 23) were…

Before performing neurosurgery, an exhaustive presurgical assessment is required, usually including an investigation of language cerebral lateralization. Among the available procedures, the intracarotid amobarbital test (IAT) was formerly the most widely used. However, this procedure has many limitations: it is invasive and potentially traumatic,…

We examined acquisition of grapheme-phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign…