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Barbara J. Brewster; Tess Miller – International Journal of Lifelong Education, 2024
Providing training for women intending to re-enter or increase their employment options in the science, technology, engineering, and mathematics (STEM) fields must address women's mathematics anxiety. Addressing women's anxiety is essential given that mathematics is often viewed as the foundation upon which the other STEM careers are built. This…
Descriptors: Females, Mathematics Anxiety, STEM Education, STEM Careers
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Alexandra Arraiz Matute; Emmanuel Tabi – LEARNing Landscapes, 2024
In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a…
Descriptors: Foreign Countries, After School Programs, Youth Programs, Poetry
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Sutton, Ann; Trudeau, Natacha; Morford, Jill P.; Smith, Martine M.; Mascolo, Marie-Ève – Augmentative and Alternative Communication, 2022
This study explored performance on expressive and receptive graphic symbol tasks and spoken comprehension by individuals who use augmentative and alternative communication (AAC) as well as the relationship of performance with participants' skills and characteristics. Participants were 19 children and youth (aged 5- to 18-years-old) who used aided…
Descriptors: Augmentative and Alternative Communication, Expressive Language, Receptive Language, Assistive Technology
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Sari Kunnari; Susana Sanduvete-Chaves; Salvador Chacon-Moscoso; Dina Caetano Alves; Martina Ozbic; Kakia Petinou; Anna-Kaisa Tolonen; Krisztina Zajdó; Pauline Frizelle; Carol-Anne Murphy; David Saldana; Marja Laasonen – International Journal of Language & Communication Disorders, 2024
Background: Phonological difficulties are prevalent in children with speech and/or language disorders and may hamper their later language outcomes and academic achievements. These children often form a significant proportion of speech and language therapists' caseloads. There is a shortage of information on evidence-based interventions for…
Descriptors: Grouping (Instructional Purposes), Expressive Language, Language Impairments, Speech Impairments
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Yarian, Marley; Washington, Karla N.; Spencer, Caroline E.; Vannest, Jennifer; Crowe, Kathryn – Communication Disorders Quarterly, 2021
Predictors of expressive grammar were compared in formal and naturalistic assessment tasks for children with typically developing (TD) language and with Developmental Langauge Disorder (DLD). Standardized expressive language assessments were administered to 110 preschoolers. The parents of these children reported whether or not they were concerned…
Descriptors: Expressive Language, Grammar, Preschool Children, Language Impairments
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Clark, Robert; Menna, Rosanne; McAndrew, Annamaria J.; Johnson, Emily M. – Journal of Emotional and Behavioral Disorders, 2021
Aggression in early childhood has been found to predict negative outcomes later in life, including delinquency and psychopathology. The present study explored associations between young children's language, self-regulation, and physical aggression. A community sample of 126 preschool children aged 3 to 6 years (M = 4.87 years, SD = 0.87; 59% boys)…
Descriptors: Aggression, Preschool Children, Mothers, Self Control
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Cunningham, Barbara Jane; Kwok, Elaine; Earle, Cindy; Oram Cardy, Janis – Child Language Teaching and Therapy, 2019
This study explored participation- and impairment-based outcomes for 24 late-to-talk toddlers (M age = 20.46 months, SD = 3.09, 62.5% male) whose parents participated in Target Word™, The Hanen Program® for Parents of Children who are Late Talkers in community clinics across Ontario. Parents completed the MacArthur-Bates Communicative Development…
Descriptors: Preschool Children, Child Language, Delayed Speech, Language Impairments
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Daub, Olivia; Cardy, Janis Oram; Johnson, Andrew M.; Bagatto, Marlene P. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: This study reports validity evidence for an English translation of the LittlEARS Early Speech Production Questionnaire (LEESPQ). The LEESPQ was designed to support early spoken language outcome monitoring in young children who are deaf/hard of hearing. Methods: Data from 90 children with normal hearing, ages 0-18 months, are reported.…
Descriptors: Young Children, Deafness, Hearing Impairments, Oral Language
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Duchesne, Louise; Trudeau, Natacha; MacLeod, Andrea A. N.; Bergeron, François; Thordardottir, Elin – Journal of Early Intervention, 2020
In children with a hearing loss who receive cochlear implants (CIs) under the age of 2, regular assessments are conducted to monitor auditory and linguistic progress. However, the collection of authentic, representative, and reliable expressive language data on young children with CIs remains a challenge. The purpose of the study was to determine…
Descriptors: Vocabulary Development, Assistive Technology, Hearing Impairments, Infants
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Lasan, Ivan; Rehner, Katherine – International Journal of Bilingual Education and Bilingualism, 2018
This exploratory study examines the effect of (extra)curricular target-language contact on learners' abilities to perceive and to express identity and intentions in a second language (L2). Drawing on the self-reported abilities of 38 Canadian French-as-a-second-language learners during interviews and via questionnaires, preliminary qualitative…
Descriptors: Sociolinguistics, Second Language Learning, French, Self Concept
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Heggie, Lindsay; Wade-Woolley, Lesly – Reading Psychology, 2018
We examined the relationship between two metalinguistic tasks: prosodic awareness and punctuation ability. Specifically, we investigated whether adults' ability to punctuate was related to the degree to which they are aware of and able to manipulate prosody in spoken language. English-speaking adult readers (n = 115) were administered a receptive…
Descriptors: Intonation, Suprasegmentals, Punctuation, Metalinguistics
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Washington, Karla N. – American Journal of Speech-Language Pathology, 2013
Purpose: To determine whether (a) expressive grammar intervention facilitated social and emergent literacy outcomes better than no intervention and (b) expressive grammar gains and/or initial expressive grammar level predicted social and emergent literacy outcomes. Method: This investigation was a follow-up to a recently published study exploring…
Descriptors: Intervention, Expressive Language, Grammar, Emergent Literacy
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Ramirez, Gloria; Walton, Patrick; Roberts, William – Journal of Learning Disabilities, 2014
Our goal was to investigate the growth of vocabulary and morphological awareness over time in the context of an intervention for kindergartners with different ability levels in these skills. Participants in this exploratory study were 108 children from schools serving socioeconomically disadvantaged neighborhoods. Results indicated that children…
Descriptors: Vocabulary Development, Kindergarten, Young Children, Morphology (Languages)
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Slomp, David Hendrik; Graves, Roger; Broad, Bob – Alberta Journal of Educational Research, 2014
Over three days, 180 junior and senior high school English teachers, postsecondary (university and college) writing instructors, workplace (corporate and small business) writing instructors, and government officials who are responsible for portfolios related to workforce training and literacy met to understand from a broad systems-level…
Descriptors: Foreign Countries, Writing Processes, Writing Instruction, Writing Teachers
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Mandel, Eliana; Osana, Helena P.; Venkatesh, Vivek – Journal of Research in Childhood Education, 2013
This study evaluated the effects of Adapted Reciprocal Teaching (ART) on the receptive and expressive flight-word vocabulary of 1st-grade students. During ART, classroom interactions produced narrative contexts within which students assumed responsibility for applying new flight words in personally meaningful ways. Students in the control group…
Descriptors: Foreign Countries, Reciprocal Teaching, Reading Instruction, Story Reading
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