The purpose of this study was to examine whether technology- based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and…

This study investigates the knowledge of binding in 21 English-speaking children with SLI, aged 6;08-16;05, compared to 21 children with WS, language- and age-matched, and 21 language-matched control children, aged 4-7;10. Our results demonstrate no difficulties in the interpretation of reflexive or personal pronouns in SLI, revealing an intact…

This study examined the socio-demographic factors associated with trajectories of parental involvement in shared book reading and other home activities for children aged 2-6 years. The study uses data from 3836 families participating in "Growing up in Australia: The Longitudinal Study of Australian Children." Latent growth curve models…

This twin study examined the genetic and environmental etiology of vocabulary, syntax, and their association in first graders. French-speaking same-sex twins (n = 555) completed two vocabulary tests, and two scores of syntax were calculated from their spontaneous speech at 7 years of age. Multivariate latent factor genetic analyses showed that…

Although many studies have investigated links between maternal employment and children's wellbeing, less research has considered whether the stability of maternal employment is linked with child outcomes. Using unique employment calendar data from the Fragile Families and Child Wellbeing Study (N = 2,011), an urban birth cohort study of largely…

With regard to parents making communication approach decisions for their children with hearing loss, Crowe et al. (2014) suggested that key themes were: feasibility; sources of information; child characteristics; and, future opportunities. For children using cochlear implants (CI/s), the present study aimed to understand parental preferences…

Purpose: This study aimed to examine the effect of an intensive vocabulary intervention embedded in e-books on the vocabulary skills of young Spanish-English speaking English Learners (ELs) from low SES backgrounds. Methods: Children (288) in kindergarten and first grade were randomly assigned to treatment and read-only conditions. All children…

We examined the effect of a modified dialogic reading intervention on levels of verbal participation and vocabulary growth in nine preschool children with autism spectrum disorder (ASD) using single-case design methodology. Baseline book reading resulted in consistently low levels of verbal participation followed by an immediate increase in verbal…

Background: A population sample of people with Down syndrome, studied from infancy, has now been followed up at the age of 50 years. From the original sample of 54, there were 27 still in the study at the age of 50, all but four of the losses resulting from deaths. Methods: Intelligence and language skills were tested and daily living skills…

Interactive book reading (IBR) has proven effective for increasing children's lexicons with most of the results based on students' learning of nouns. Little is known about the application of IBR to instructional verbs (i.e., words used during the instruction of academic content). To address this gap, 122 prekindergarten children were recruited…

The ability to recognize temporal patterns and position events in time emerges during the preschool years and is refined in middle childhood. This study explored individual differences in temporal cognition in relation to verbal and nonverbal abilities. Children (30 boys, 32 girls; M[subscript age] = 8;2, age range = 6;0-10;8) completed 3…

Background: It is already known that preschool-age children who stutter (CWS) tend to stutter on function words at the beginning of sentences. It is also known that phonological errors potentially resulting in part-word repetitions tend to occur on content words. However, the precise relation between word class and repetition type in preschool-age…

This exploratory multiple case study investigated how preschool-age, Spanish-English emergent bilingual (EB) children with diverse language profiles leverage their discursive resources to engage with peers and teachers in sociodramatic play (SDP) interactions. Data were collected over the course of one academic year, including weekly video…

Background: Children with developmental language disorder (DLD) demonstrate deficits in vocabulary development and novel word learning processes, which have been proposed to stem from their speech perception deficits. Aims: This study had two aims. The first was to evaluate the efficacy of an intervention incorporating a computer-based phonetic…

The Reynolds Intellectual Assessment Scales (RIAS) measures general intelligence and its two main components, verbal and nonverbal intelligence, each comprising of two subtests. The RIAS has been recently standardized in Denmark, Germany, Switzerland, and Spain. Using the standardization samples of the U.S. (n = 2,438), Danish (n = 983), German (n…