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Direct linkGardner-Neblett, Nicole – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Oral narrative, or storytelling, skills may constitute a linguistic strength for African American children, with implications for academic and social well-being. Despite this possibility, few studies have examined individual differences in oral narrative skill among African American children. To address this gap in the literature, this…
Descriptors: African American Students, Elementary School Students, Story Telling, Speech Skills
Currie, Nicola K.; Muijselaar, Marloes M. L. – Journal of Educational Psychology, 2019
Inference making is fundamental to the construction of a coherent mental model of a text. We examined how vocabulary and verbal working memory relate to inference development concurrently and longitudinally in 4- to 9-year-olds. Four hundred and twenty prekindergartners completed oral assessments of inference making, vocabulary breadth, vocabulary…
Descriptors: Young Children, Elementary School Students, Verbal Ability, Short Term Memory
Clendon, Sally; Paynter, Jessica; Walker, Sue; Bowen, Rachael; Westerveld, Marleen F. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be…
Descriptors: Autism, Pervasive Developmental Disorders, Emergent Literacy, Verbal Communication
Salomone, Erica; Beranová, Štepánka; Bonnet-Brilhault, Frédérique; Briciet Lauritsen, Marlene; Budisteanu, Magdalena; Buitelaar, Jan; Canal-Bedia, Ricardo; Felhosi, Gabriella; Fletcher-Watson, Sue; Freitag, Christine; Fuentes, Joaquin; Gallagher, Louise; Garcia Primo, Patricia; Gliga, Fotinica; Gomot, Marie; Green, Jonathan; Heimann, Mikael; Jónsdóttir, Sigridur Loa; Kaale, Anett; Kawa, Rafal; Kylliainen, Anneli; Lemcke, Sanne; Markovska-Simoska, Silvana; Marschik, Peter B; McConachie, Helen; Moilanen, Irma; Muratori, Filippo; Narzisi, Antonio; Noterdaeme, Michele; Oliveira, Guiomar; Oosterling, Iris; Pijl, Mirjam; Pop-Jordanova, Nada; Poustka, Luise; Roeyers, Herbert; Rogé, Bernadette; Sinzig, Judith; Vicente, Astrid; Warreyn, Petra; Charman, Tony – Autism: The International Journal of Research and Practice, 2016
Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable…
Descriptors: Foreign Countries, Early Intervention, Young Children, Autism
Sun, He; Steinkrauss, Rasmus; Wieling, Martijn; de Bot, Kees – International Journal of Bilingual Education and Bilingualism, 2018
This study examines the English vocabulary development of 43 very young child English as a foreign language (FL) learners (age 3.2-6.2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English vocabulary knowledge…
Descriptors: Individual Differences, English (Second Language), Second Language Learning, Chinese
