Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Verbs | 3 |
| Elementary School Students | 2 |
| Morphemes | 2 |
| Age Differences | 1 |
| Bilingualism | 1 |
| Books | 1 |
| Child Language | 1 |
| Childrens Art | 1 |
| Childrens Literature | 1 |
| Comparative Analysis | 1 |
| English | 1 |
| More ▼ | |
Author
| Jacobson, Peggy | 1 |
| Liu, Phil D. | 1 |
| Livert, David | 1 |
| McBride-Chang, Catherine | 1 |
| Pappas, Christine C. | 1 |
| Varelas, Maria | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Evaluative | 3 |
Education Level
| Grade 3 | 3 |
| Elementary Education | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Primary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Raven Progressive Matrices | 1 |
| Woodcock Munoz Language Survey | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkLiu, Phil D.; McBride-Chang, Catherine – Journal of Educational Psychology, 2010
One hundred twenty-one third-grade Chinese children were assessed with a new morphological awareness task involving open-ended lexical compounding, in addition to completing other measures. With children's age, nonverbal intelligence, phonological awareness, and previously established measures of morphological awareness statistically controlled,…
Descriptors: Verbs, Morphemes, Phonological Awareness, Grade 3
Jacobson, Peggy; Livert, David – Clinical Linguistics & Phonetics, 2010
This study compared the use of English past tense in a group of Spanish-English bilingual children with language impairment (BLI) to younger groups of bilinguals with typical and atypical language development reported in an earlier study. Ten children with BLI enrolled in 3rd-6th grade participated. Children supplied 12 regular, 12 irregular, and…
Descriptors: Verbs, Language Impairments, Monolingualism, Elementary School Students
Pappas, Christine C.; Varelas, Maria – Language Arts, 2009
This article presents a review of the author's long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public…
Descriptors: Urban Schools, Scientific Literacy, Books, Public Schools
