This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was…

The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whanau (New Zealand Maori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents…

Sixty youth (16-19 years) from two youth prison sites participate in a prospective study examining criminal offending and learning disabilities (LD), completing measures of estimated IQ, attention, reading, and mathematical and oral language abilities. Prevalence rates of LDs exceed those of international studies, with 91.67% of the offenders…

Aim: The purpose of this study was to examine the effects of an integrated phoneme awareness/speech intervention in comparison to an alternating speech/morphosyntax intervention for specific areas targeted by the different interventions, as well as the extent of indirect gains in nontargeted areas. Method: A total of 30 children with co-occurring…

This paper discusses a micro-study within an intervention project, conducted in four London primary schools, to enhance the spoken language skills of reception children. There were 60 children in each of the intervention and comparison groups. The focus here is to explore a classroom assessment of young children's oral narrative skills. Effective…

Examined the validity of aural and oral self-report scales for determining the Fiji Hindi proficiency of new adolescent immigrants in New Zealand. Participants completed self-reports and performance tests (oral interviews, listening-comprehension tests, and vocabulary tests). Performance tests correlated strongly with self-reports. Respondents…

The reports of research in this monograph reflect 18 years of observation of the behaviors of children learning to read in New Zealand schools. The first section of the monograph urges teachers to look more closely at language behaviors in their classrooms to see how children go about the tasks set before them. The second section reports on…