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Lian, Xiang; Hong, Wilson Cheong Hin; Xu, Xiaoshu; Kimberly, Kolletar-Zhu; Wang, Zhi – International Journal of Developmental Disabilities, 2023
Taking 22 children with mild and moderate autism as subjects and using the TobiiX 120 eye-tracker to record their eye movements in visual search of images in picture books, the characteristics of the process of autistic children viewing picture books were explored. Two measures, fixation counts and gaze duration, were used alongside attention…
Descriptors: Picture Books, Design, Attention, Autism Spectrum Disorders
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Daniela Mieres; Cristina Cambra; Josep-Maria Losilla; Encarna Pérez – American Annals of the Deaf, 2023
The objective of the study was to analyze the pragmatic competence of children with cochlear implants (CIs). The researchers explored whether children with CIs participated in communicative exchanges in a similar way to children with typical hearing (TH), as well as how the participation of children with CIs was regulated by the activity they…
Descriptors: Deafness, Pragmatics, Language Skills, Semantics
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Sierra Eisen; Jessica Taggart; Angeline S. Lillard – Journal of Cognition and Development, 2023
Children's storybooks often contain fantasy elements, from dragons and wizards to anthropomorphic animals that wear clothes, talk, and behave like humans. These elements can impact children's learning from storybooks both positively and negatively, perhaps due in part to their ability to capture children's interest and attention. Prior research…
Descriptors: Childrens Literature, Young Children, Preferences, Animals
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Ysaaca Axelrod – Journal of Language, Identity, and Education, 2025
This article examines young children's perceptions and ideas about their emergent bilingualism drawing on data from an ethnographic case study of the language development of a Head Start classroom. The purpose of this study was to examine the language practices of 4-year-olds in a bilingual (Spanish/English) classroom. The findings discussed in…
Descriptors: Bilingual Students, Language Attitudes, Self Concept, Young Children
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Miriam Minkov; Dorit Aram – Reading Research Quarterly, 2025
Today, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian-Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to…
Descriptors: Hebrew, Russian, Bilingualism, Emergent Literacy
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Emily R. Fyfe; Giulia A. Borriello – Child Development Perspectives, 2025
Researchers agree that both domain-general skills and domain-specific skills contribute to mathematics knowledge, but questions arise as to which skills can and should be trained to improve children's learning outcomes. In this article, we synthesize research on training three domain-general constructs in early childhood (patterning skills,…
Descriptors: Early Childhood Education, Preschool Children, Mathematics Education, Pattern Recognition
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Ola Ghawi-Dakwar; Elinor Saiegh-Haddad – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Word learning requires the creation of phonological and semantic representations and links in long-term memory. Phonological distance of a given word from the spoken language affects children's lexical-phonological representations and processing. The study investigates the role of the phonological distance of Modern Standard Arabic (StA)…
Descriptors: Vocabulary Development, Arabic, Bilingualism, Phonology
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Md. Shahidul Islam; Arifur Rahman; Wendy Boyd – International Journal of Early Years Education, 2025
This study explored the online education experiences of students, teachers and parents of kindergarten in Bangladesh during the emergency situation created by COVID-19. A qualitative research paradigm approach was followed. Students, teachers and parents of kindergartens from eight divisions of Bangladesh, one respondent of each category from each…
Descriptors: Electronic Learning, Distance Education, Technology Uses in Education, Kindergarten
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Deborah Bergman Deitcher; Adi Sharabi – European Journal of Special Needs Education, 2025
Shared book-reading (SBR) is a commonplace interaction in the home, yet for families with autistic children, little is known about the types of books parents read with their children, their frequency of reading these books, or how this routine relates to those in families with non-autistic children. This study thus compared the frequency of SBR…
Descriptors: Reading Strategies, Autism Spectrum Disorders, Young Children, Parent Child Relationship
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Hina Sheel; Lidia Suárez; Nigel V. Marsh – Journal of Psychoeducational Assessment, 2025
The Strengths and Difficulties Questionnaire (SDQ) is a brief instrument developed primarily for screening children and adolescents for social-emotional learning. The SDQ contains four factors related to socio-emotional difficulties and one factor related to prosocial behaviour. However, studies of its factor structure have produced mixed results.…
Descriptors: Foreign Countries, Child Behavior, Questionnaires, Behavior Problems
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Alejandro Cano Villagrasa; Nadia Porcar Gozalbo; Beatriz Valles González; Miguel López-Zamora – Journal of Autism and Developmental Disorders, 2025
Autism Spectrum Disorder (ASD) and epilepsy represent a comorbidity that negatively influences the proper development of linguistic competencies, particularly in receptive language, in the pediatric population. This group displays impairments in the auditory comprehension of both simple and complex grammatical structures, significantly limiting…
Descriptors: Autism Spectrum Disorders, Epilepsy, Comorbidity, Language Proficiency
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Joshua C. Felver; Emily C. Helminen; Mary Katherine A. Schutt; Emily L. Cary; Deborah L. Schussler; Rebecca N. Baelen; Laura F. Gould; Robert W. Roeser – ECNU Review of Education, 2025
Purpose: Research of mindfulness-based programming/interventions (MBP) for youth has proliferated in recent years; however, heterogeneity of MBP for youth impede determination of optimal programmatic structure across developmental periods. Design/Approach/Methods: Expert MBP scientists and instructors were iteratively surveyed using the Delphi…
Descriptors: Metacognition, Delphi Technique, Developmental Stages, Intervention
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Maria Camila Londono; Carmen Dionne; Carl Lacharité – Journal of Early Intervention, 2025
Executive functions (EFs) are cognitive skills that begin developing in early life and are crucial for children's overall development and daily task performance. Generally, EFs are assessed through standardized neuropsychological tests, which may not always accurately capture real-world application. To overcome this limitation, alternative methods…
Descriptors: Executive Function, Rating Scales, Young Children, Cognitive Development
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Neugebauer, Sabina Rak; Ellis, Emmaline; Coyne, Michael – Reading Teacher, 2022
Making personal connections to words is a strategy that can bolster young students' vocabulary learning. The personal connections strategy involves teacher-initiated prompts that propel teacher-student conversations that connect students' experiences with new word learning. In this article, we draw from complementary theoretical frameworks,…
Descriptors: Vocabulary Development, Young Children, Early Childhood Education, Teacher Student Relationship
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Georgiou, George K.; Inoue, Tomohiro; Zhang, Su-Zhen – Reading and Writing: An Interdisciplinary Journal, 2022
The goal of this study was to examine the cross-lagged relations between vocabulary and word reading in children learning two scripts at the same time (pinyin and Chinese). One hundred fifty-nine third-year kindergarten Chinese children (70 girls and 89 boys; mean age = 72.70 months) were assessed on measures of nonverbal IQ, phonological…
Descriptors: Vocabulary, Reading, Written Language, Chinese
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