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Direct linkBrimo, Danielle; Lund, Emily; Sapp, Alysha – International Journal of Language & Communication Disorders, 2018
Background: Syntax is a language skill purported to support children's reading comprehension. However, researchers who have examined whether children with average and below-average reading comprehension score significantly different on spoken-syntax assessments report inconsistent results. Aims: To determine if differences in how syntax is…
Descriptors: Syntax, Reading Comprehension, Scores, Comparative Analysis
Ebbels, Susan – Child Language Teaching and Therapy, 2014
This article summarizes the evidence as regards the effectiveness of therapy for grammar for school-aged children with language impairments. I first review studies focusing on specific areas of grammar (both expressive and receptive targets) and then studies aiming to improve language more generally, several of which focus more on the…
Descriptors: Intervention, Grammar, Language Impairments, Expressive Language
Peer reviewedSenechal, Monique; LeFevre, Jo-Anne; Smith-Chant, Brenda L.; Colton, Karen V. – Journal of School Psychology, 2001
Proposes an alternative view to emergent literacy whereby it is a separate construct from oral language and metalinguistic skills. Also proposes that emergent literacy is composed of two distinct components: children's conceptual knowledge and children's early procedural knowledge of writing and reading. (Contains 60 references and 5 tables.) (GCP)
Descriptors: Children, Emergent Literacy, Foreign Countries, Metalinguistics
