Background: When mathematical knowledge is expressed in general language, it is called verbalized mathematics. Previous studies on verbalized mathematics typically paid attention to mathematical vocabulary or educational practice. However, these studies did not exclude the role of symbolic mathematics ability, and almost no research has focused on…

This study aims to examine the relationship between school maturity levels and speech and language development of children receiving preschool education. The correlational survey models was used to determine these relationships. The sample of the study consists of 44 boys and 58 girls who are studying in public schools in Meram district of Konya…

The present study aims to examine the Executive Function (EF) skills of preschool-aged children who are deaf and hard of hearing (DHH), and explore the variables related to their EF skills. Thirty preschoolers who were DHH and an additional 35 preschoolers with typical hearing were recruited. All DHH use spoken language as their communication…

Purpose: A recent approach to identifying early markers of risk for autism spectrum disorder (ASD) has been to study infants who have an older sibling with ASD. These infants are at heightened risk (HR) for ASD and for other developmental difficulties, and even those who do not receive an eventual ASD diagnosis manifest a high degree of…

Background: Early intervention for children identified as late talkers (LTs) at the age of 24 months is still a controversial issue in research and clinical routine. Previous studies have shown inconsistent results regarding predictors of early lexical deficits on school-age outcomes of late-talking toddlers. Methods: In a five-wave follow-up…

Purpose: Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However, prior research has focused on single end point outcomes as opposed to the longitudinal process of…

Background: Mothers facilitate their young hearing children's word learning by making reference explicit for novel words through physical designation (e.g., with deictic gestures) and by isolating words in simple syntactic frames. As children's language skills develop, such modifications decrease. Less is known about hearing mothers' support to…

In this study we examined early motor, vocal, and communicative development in a group of younger siblings of children diagnosed with autism (Infant Siblings). Infant Siblings and no-risk comparison later-born infants were videotaped at home with a primary caregiver each month from 5 to 14 months, with follow-up at 18 months. As a group, Infant…

This article focuses on three aspects of language instruction in early childhood education: a) educational and sociological events which prompt concern over language behavior, b) results of research of the last 10 years, and c) suggestions for curriculum and instruction. (HMD)

Confirms previous findings that young children do not have an adequate concept of what constitutes the spoken "word." (RB)

This investigation is part of continuing research to determine the trainability of Group IV personnel and to develop optimal content and methods of marginal training. The Wordsmanship course for training basic written language skills was taught as a part of the Training Methods Development Program experimental curriculum. Data were obtained for…

RESEARCH PROJECTS IN PROGRESS AT THE UNIVERSITY OF MICHIGAN'S CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR ARE OUTLINED IN THIS REPORT. EACH PROJECT DESCRIPTION INCLUDES A BRIEF SUMMARY OF THE PURPOSES, SCOPE, AND DESIGN OF THE RESEARCH, AS WELL AS AN ACCOUNT OF THE WORK ACTUALLY UNDERWAY. THE NAMES OF THE PRINCIPAL INVESTIGATORS ARE ALSO…

This article discusses the popular belief that girls are more advanced in language development than boys. (Author/NCR)

Teachers should enrich students' language environment, give children opportunities to practice their language, and allow feedback on language to occur. (DD)

Suggests that traditional measurement-based approaches to evaluation are theoretically inappropriate in whole-language classrooms. Argues that responsive evaluation can be applied at the classroom level and that the data generated will tell more about children's developing control of language than standardized tests do. (RJC)