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Munger, Kristen A.; Murray, Maria S. – Educational Assessment, 2017
The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…
Descriptors: Elementary School Students, Emergent Literacy, Reading Fluency, Reading Tests
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Logan, Jessica – Journal of Educational Psychology, 2017
The goal of this study was to examine how selected pressure points or areas of vulnerability are related to individual differences in reading comprehension and whether the importance of these pressure points varies as a function of the level of children's reading comprehension. A sample of 245 third-grade children were given an assessment battery…
Descriptors: Multiple Regression Analysis, Reading Comprehension, Individual Differences, Grade 3
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Edyburn, Kelly L.; Quirk, Matthew; Felix, Erika; Swami, Sruthi; Goldstein, Ariel; Terzieva, Antoniya; Scheller, Jennifer – Literacy Research and Instruction, 2017
This study examined the relative contributions of Latino/a children's (N = 102) school readiness and early literacy skills during kindergarten in predicting first grade reading achievement. By using discriminant function analyses, the current study identified a set of areas to assess that could be used to effectively screen children during…
Descriptors: Kindergarten, Hispanic American Students, Reading Achievement, Literacy
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Verhagen, Josje; de Bree, Elise; Mulder, Hanna; Leseman, Paul – Journal of Psycholinguistic Research, 2017
This study investigates the relationship between nonword repetition (NWR) and vocabulary in 2-year-olds. Questions addressed are whether (1) NWR and vocabulary are associated, (2) phonotactic probability affects NWR, and (3) there is an interaction effect between phonotactic probability and vocabulary on NWR performance. The general aim of the…
Descriptors: Correlation, Toddlers, Vocabulary Development, English
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Kelley, Elizabeth S.; Kinney, Kara – Journal of Educational Computing Research, 2017
An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story…
Descriptors: Young Children, Language Acquisition, Childrens Literature, Electronic Publishing
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Morris, Darrell; Meyer, Carla; Trathen, Woodrow; McGee, Jennifer; Vines, Nora; Stewart, Trevor; Gill, Tom; Schlagal, Robert – Reading & Writing Quarterly, 2017
This study explored print-processing and vocabulary differences among a group of 5th- and 6th-grade students who had scored below the 50th percentile on a standardized reading test. Guided by the simple view of reading, we applied cut scores (low/high) to the students' performance on print-processing and vocabulary tasks. The design allowed for…
Descriptors: Reading Difficulties, Grade 5, Grade 6, Reading Tests
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Jensen, Signe Hannibal – CALICO Journal, 2017
This article presents a study of Danish young English language learners' (YELLs') contact with and use of Extramural English (EE) (N = 107, aged 8 [n = 49] and 10 [n = 58]). They have received little formal English instruction: two lessons per week for one year. Data on EE-habits were collected with a one-week language diary (self-report with…
Descriptors: Foreign Countries, Elementary School Students, Second Language Learning, English (Second Language)
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Laugen, Nina J.; Jacobsen, Karl H.; Rieffe, Carolien; Wichstrøm, Lars – Journal of Deaf Studies and Deaf Education, 2017
Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4-5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we…
Descriptors: Deafness, Hearing Impairments, Preschool Children, Child Development
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Rossi, N. F.; Giacheti, C. M. – Journal of Intellectual Disability Research, 2017
Background: Williams syndrome (WS) phenotype is described as unique and intriguing. The aim of this study was to investigate the associations between speech-language abilities, general cognitive functioning and behavioural problems in individuals with WS, considering age effects and speech-language characteristics of WS sub-groups. Methods: The…
Descriptors: Genetic Disorders, Developmental Disabilities, Correlation, Speech Skills
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Brouwer, Kyle; Downing, Hannah; Westhoff, Sara; Wait, Ryann; Entwisle, Lavin K.; Messersmith, Jessica J.; Hanson, Elizabeth K. – Communication Disorders Quarterly, 2017
The purpose of this study was to investigate if intervention based on a mobile application would improve the print knowledge and vocabulary of preschool children with and without hearing loss. This was a multiple baseline study that included four preschool children. Two of the children had hearing loss and utilized cochlear implants, while the…
Descriptors: Emergent Literacy, Intervention, Preschool Children, Assistive Technology
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Trainin, Guy; Wessels, Stephanie; Nelson, Ron; Vadasy, Patricia – Early Childhood Education Journal, 2017
This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the preLAS, the PALS-K screening,…
Descriptors: Emergent Literacy, English (Second Language), Second Language Learning, Hispanic Americans
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Backer van Ommeren, Tineke; Koot, Hans M.; Scheeren, Anke M.; Begeer, Sander – Autism: The International Journal of Research and Practice, 2017
Differences in the social limitations of girls compared to boys on the autism spectrum are still poorly understood. Impaired social-emotional reciprocity is a core diagnostic criterion for an autism spectrum disorder. This study compares sex differences in reciprocal behaviour in children with autism spectrum disorder (32 girls, 114 boys) and in…
Descriptors: Gender Differences, Child Behavior, Autism, Comparative Analysis
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Miller, Christine Dunagin; Greenberg, Daphne; Hendrick, Robert C.; Nanda, Alice – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2017
Social science research often uses educational qualification as a signifier for characteristics such as abilities, earnings potential, and civic participation in adulthood. This study focused on two types of adult literacy students who were native speakers of English and identified words at the 3rd to 5th grade levels but differed in one key…
Descriptors: Adult Students, Adult Literacy, Educational Attainment, High School Graduates
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Shnitzer-Meirovich, Shlomit; Lifshitz-Vahab, Hefziba; Mashal, Nira – Education and Training in Autism and Developmental Disabilities, 2017
Studies examining the visual and verbal metaphorical comprehension of individuals with non-specific intellectual disability (NSID) are remarkably scarce; to date only one case study examined comprehension of metaphors in an individual with Down syndrome (DS). The current study explored both the understanding of conventional and novel metaphors and…
Descriptors: Intellectual Disability, Down Syndrome, Figurative Language, Intelligence Tests
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Krasileva, Kate E.; Sanders, Stephan J.; Bal, Vanessa Hus – Journal of Autism and Developmental Disorders, 2017
This study assessed the utility of a brief assessment (the Peabody Picture Vocabulary Test-4th Edition; PPVT4) as a proxy for verbal IQ (VIQ) in large-scale studies of autism spectrum disorder (ASD). In a sample of 2,420 proband with ASD, PPVT4:IQ correlations were strong. PPVT4 scores were, on average, 5.46 points higher than VIQ; 79% of children…
Descriptors: Autism, Pervasive Developmental Disorders, Intelligence Tests, Verbal Ability
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