Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Source
| Journal of Speech, Language,… | 2 |
| Journal of Applied… | 1 |
| Journal of Early Childhood… | 1 |
| Journal of Speech and Hearing… | 1 |
| Language, Speech, and Hearing… | 1 |
| Topics in Early Childhood… | 1 |
Author
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Early Childhood Education | 3 |
| Preschool Education | 3 |
Audience
| Researchers | 1 |
Location
| Canada (Toronto) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Autism Diagnostic Observation… | 1 |
| Childhood Autism Rating Scale | 1 |
| Expressive One Word Picture… | 1 |
| Kaufman Brief Intelligence… | 1 |
| Leiter International… | 1 |
| Preschool Language Scale | 1 |
| Vineland Adaptive Behavior… | 1 |
What Works Clearinghouse Rating
Direct linkRezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi – Language, Speech, and Hearing Services in Schools, 2017
Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included…
Descriptors: Verbs, Preschool Children, Bilingual Students, Preschool Education
Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi – Journal of Early Childhood Literacy, 2017
Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children's ability to begin to spell words and write their name. Ninety-five preschool children (mean age = 57 months) completed a…
Descriptors: Spelling, Oral Language, Vocabulary Development, Expressive Language
Girard, Lisa-Christine; Girolametto, Luigi – Journal of Applied Developmental Psychology, 2013
Purpose: This study examined the longitudinal effects of social behaviors in predicting phonological awareness outcomes in 4-year-old children. Method: One hundred two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighborhoods in a large metropolitan city and were assessed at the beginning and end of the preschool…
Descriptors: Phonological Awareness, Emergent Literacy, Multiple Regression Analysis, Preschool Children
Katz, Esther; Girolametto, Luigi – Topics in Early Childhood Special Education, 2013
The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six…
Descriptors: Peer Teaching, Intervention, Preschool Children, Pervasive Developmental Disorders
Peer reviewedGirolametto, Luigi; And Others – Journal of Speech, Language, and Hearing Research, 1997
A study of 25 toddlers with expressive language delays and their mothers investigated whether a focused stimulation intervention concentrating on lexical training had indirect, secondary effects on the children's phonological abilities. Results indicate the toddlers that received the intervention made treatment gains in two areas of phonological…
Descriptors: Delayed Speech, Developmental Delays, Expressive Language, Intervention
Peer reviewedGirolametto, Luigi; Weitzman, Elaine; van Lieshout, Riet; Duff, Dawna – Journal of Speech, Language, and Hearing Research, 2000
Five subtypes of directiveness were examined in the interactions of day care teachers with toddler and preschooler groups. Results confirmed that instructional context is an important mediator of teachers' directiveness and suggest that subtypes of directiveness have different effects on child language output. (Contains references.) (Author/DB)
Descriptors: Caregiver Speech, Classroom Communication, Day Care, Expressive Language
Peer reviewedGirolametto, Luigi; And Others – Journal of Speech and Hearing Research, 1996
This study explored effects of training 25 mothers to administer focused intervention to teach specific target words to their toddlers with expressive vocabulary delays. Following treatment, mothers' language input was slower, less complex, and more focused. The children used more target words, more words during play, and had larger vocabularies…
Descriptors: Adult Basic Education, Delayed Speech, Early Intervention, Expressive Language
