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Disentangling the Grammar of 3- to 6-Year-Old Dutch Children with a Developmental Language Disorder
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Scheffer, Anouk; Keij, Brigitta; Hakvoort, Britt; Ottow, Esther; Gerrits, Ellen; Wijnen, Frank – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Children with a developmental language disorder (DLD) are often delayed in their grammatical development. This is suggested to be the most important characteristic and clinical marker of DLD. However, it is unknown if this assumption is valid for young children, in the earliest stages of grammatical development. For this reason, this…
Descriptors: Preschool Children, Developmental Disabilities, Language Impairments, Indo European Languages
Convergent Validity of Functional Communication Tools and Spoken Language Comprehension Assessment in Children with Cerebral Palsy
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Vaillant, Emma; Oostrom, Kim J.; Beckerman, Heleen; Vermeulen, Jeroen R.; Buizer, Annemieke I.; Geytenbeek, Johanna J. M. – International Journal of Language & Communication Disorders, 2022
Background: The majority of children with cerebral palsy (CP) experience challenges in functional communication from a young age. A pivotal aspect of functional communication is language comprehension. A variety of classification systems and questionnaires are available to classify and describe functional communication skills in children with CP.…
Descriptors: Cerebral Palsy, Communication Disorders, Communication Skills, Language Skills
Early Productive Vocabulary Composition as Precursor of Dyslexia
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Maassen, Ben A. M.; Krikhaar, Evelien; van der Leij, Aryan; Fikkert, Paula – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The aim of this study was to gain more insight into the linguistic characterization of dyslexia by investigating vocabulary acquisition. In a previous study, vocabulary at 17 months of age appeared to be related to familial risk (FR) of dyslexia. The aim of this study was to investigate how the differences in lexical composition further…
Descriptors: Expressive Language, Vocabulary Development, Dyslexia, At Risk Persons
Early Identification of Children at Risk for Academic Difficulties Using Standardized Assessment: Stability and Predictive Validity of Preschool Math and Language Scores
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Frans, Niek; Post, Wendy J.; Huisman, Mark; Oenema-Mostert, Ineke C. E.; Keegstra, Anne L.; Minnaert, Alexander E. M. G. – European Early Childhood Education Research Journal, 2017
Despite the claim by several researchers that variability in performance may complicate the identification of "at-risk" children, variability in the academic performance of young children remains an undervalued area of research. The goal of this study is to examine the predictive validity for future scores and the score stability of two…
Descriptors: Identification, At Risk Students, Preschool Children, Standardized Tests
The Effect of Three Interactive Reading Approaches on Language Ability: An Exploratory Study in Early Childhood Education
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van der Wilt, Femke; Boerma, Inouk; van Oers, Bert; van der Veen, Chiel – European Early Childhood Education Research Journal, 2019
Language ability plays a major role in children's future development. In the present study, the effect of three interactive reading approaches on children's language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4-6) from three early childhood education classrooms. Classrooms were assigned to one…
Descriptors: Language Skills, Vocabulary Development, Pretests Posttests, Child Development