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Early Productive Vocabulary Composition as Precursor of Dyslexia
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Maassen, Ben A. M.; Krikhaar, Evelien; van der Leij, Aryan; Fikkert, Paula – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The aim of this study was to gain more insight into the linguistic characterization of dyslexia by investigating vocabulary acquisition. In a previous study, vocabulary at 17 months of age appeared to be related to familial risk (FR) of dyslexia. The aim of this study was to investigate how the differences in lexical composition further…
Descriptors: Expressive Language, Vocabulary Development, Dyslexia, At Risk Persons
Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial
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Nowell, Sallie W.; Watson, Linda R.; Boyd, Brian; Klinger, Laura G. – Language, Speech, and Hearing Services in Schools, 2019
Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.…
Descriptors: Interpersonal Communication, Interpersonal Competence, Self Control, Metacognition
Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children with Autism Spectrum Disorder: A Randomized Controlled Trial
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Nowell, Sallie W.; Watson, Linda R.; Boyd, Brian; Klinger, Laura G. – Grantee Submission, 2019
Purpose: This study aimed to examine the initial efficacy of a parent-assisted blended intervention combining components of Structured TEACCHing and Social Thinking, designed to increase social communication and self-regulation concept knowledge in 1st and 2nd graders (n = 17) diagnosed with autism spectrum disorder (ASD) and their parents.…
Descriptors: Interpersonal Communication, Interpersonal Competence, Self Control, Metacognition
Differences in Reading Performance between Students with and without Learning Disabilities Using the Woodcock Diagnostic Reading Battery.
Montani, Teresa Oettinger; Frawley, Patricia; Smith, Lisa F. – Diagnostique, 2000
A comparison of the reading performance of 30 second-graders with learning disabilities and 30 controls found all but three of 10 subtests of the Woodcock Diagnostic Reading Battery produced significant differences between groups. The three subtests that did not reach significance were Oral Vocabulary, Listening Comprehension, and Memory for…
Descriptors: Clinical Diagnosis, Diagnostic Tests, Disability Identification, Elementary Education