Little is known about strategic learning ability in preteens and adolescents with traumatic brain injury (TBI). Strategic learning is the ability to combine and synthesize details to form abstracted gist-based meanings, a higher-order cognitive skill associated with frontal lobe functions and higher classroom performance. Summarization tasks were…

Oral reading and expressive language skills were examined in 2 cohorts of children aged 5-15 years, who had mild, moderate, or severe traumatic brain injury. Children recruited prospectively from time of injury were assessed on 5 occasions over 2 years in a longitudinal study of change in reading skills, using the Gray Oral Reading Test-3rd…

Adolescence is a time of significant physical, social, and emotional developments, accompanied by changes in cognitive and language skills. Underlying these are significant developments in brain structures and functions including changes in cortical and subcortical gray matter and white matter tracts. Among the brain regions that develop during…

A mild traumatic brain injury (TBI) constitutes the overwhelming majority of brain injury cases in children and adolescents. This article focuses on cerebral concussion, which can be viewed as a subset of mild TBI, which, until recently, has received limited attention in the pediatric assessment literature. Few extant measures appropriate to this…

This article reviews the effectiveness of dose forms and the efficacy of dosage and distribution in morphosyntax intervention for children. Dose forms include the commonly used techniques, procedures, and intervention contexts that constitute teaching episodes; dosage includes the quantitative measures of dose, dose frequency, total intervention…

Prior research has shown that vocabulary instruction can enhance the comprehension of passages when instruction includes definitional and contextual information, provides multiple instructional encounters with the words, and requires learners to engage actively in processing of word meanings (M. F. Graves, 1986; S. A. Stahl & M. M. Fairbanks,…

This article expands on the work of S. F. Warren, M. E. Fey, and P. J. Yoder (2007) by applying their suggested intervention-intensity parameters to narrative language intervention with school-aged children. These pharmacologically based dosage concepts are examined from two perspectives: oral narrative skills as the target of language therapy and…

This article reviews the evidence pertaining to intensity for phonemic awareness intervention for preschoolers and kindergartners with language impairment. The nature of phonemic awareness instruction is considered, including which phonemic awareness skills should be explicitly taught, how to structure these skills into teaching episodes, and how…

This article describes the current state of evidence regarding treatment intensity of print referencing intervention. Although studies of print referencing intervention demonstrate overall net positive impacts for children's emergent literacy development, researchers have yet to identify explicitly how often children should experience print…

The double-deficit hypothesis (DDH) of developmental dyslexia was investigated in seven to twelve year old Spanish children. It was observed that the double deficit (DD) group had the greatest difficulty with reading.

The conversational timing patterns of three year old children who were at a high familial risk for dyslexia were examined in the course of their interaction with adults. Findings indicated that previously documented differences in speech timing surface as subtle differences in spontaneous child-adult conversation as early as three years of age.

The extent to which oral language and emergent literacy skills are influenced by event-related potential measures of phonological processing was examined. Results revealed that event-related potential responses identify differences in letter naming but not receptive language skills.

The relation of morphological awareness to reading and spelling skills of dyslexic children and English language learners (ELL) is investigated. The lack of reading and spelling skills is found to be significantly correlated to insensitivity to derivational morphology.

A study was conducted to determine whether the measures used to identify native English speakers who are at risk for reading difficulties could also be used for identifying English learners who were at a similar risk. Additionally it was investigated whether English learners should be assessed in the language of instruction, English, or in their…

This article discusses the potential value of working with school-aged children to increase their competence with narrative forms. With illustrations from current research, it argues that increased knowledge of, and experience with, narrative should have positive effects on comprehension of classroom language, selective listening, peer relations,…