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Lenhart, Jan; Lenhard, Wolfgang; Vaahtoranta, Enni; Suggate, Sebastian – Educational Psychology, 2018
Shared-book reading is a well-established intervention to foster vocabulary development. Factors influencing its effectiveness are, however, less well studied, particularly with regard to story-delivery. We contrasted a read-aloud with a free storytelling approach and tested effects on vocabulary learning. In the first study, 83 preschoolers aged…
Descriptors: Incidental Learning, Vocabulary Development, Language Acquisition, Listening
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Hochstein, Lara; Bale, Alan; Barner, David – Language Learning and Development, 2018
We investigated "scalar implicature" in adolescents and children with autism spectrum disorder (ASD) to test whether theory of mind deficits associated with autism affect pragmatic inferences in language. We tested scalar implicature computation in adolescents with ASD (12-18 years) and asked whether they reason about mental states when…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Language Usage
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Matthews, Nicole L.; Goldberg, Wendy A. – Autism: The International Journal of Research and Practice, 2018
The two prior studies that have examined associations between the sibling constellation and theory of mind in autism spectrum disorder yielded discrepant findings. Thus, efforts to better understand the sibling-theory of mind link in autism spectrum disorder are necessary. This study examined a sample of prekindergarten- and kindergarten-aged…
Descriptors: Preschool Children, Kindergarten, Autism, Pervasive Developmental Disorders
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Riesen, Tim; Jameson, J. Matt – Education and Training in Autism and Developmental Disabilities, 2018
A single subject alternating treatment design was used to compare most-to-least and least-to-most prompts to teach work tasks in community businesses. Four students with moderate to severe disabilities, two paraprofessionals, and one transition teacher participated in the study. Results of the study suggest that both prompting strategies were…
Descriptors: Comparative Analysis, Severe Disabilities, Disabilities, Paraprofessional Personnel
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Reichle, Joe; Byiers, Breanne J.; Reeve, Amanda – Focus on Autism and Other Developmental Disabilities, 2018
Individuals with autism spectrum disorder (ASD) frequently exhibit generalization errors, but many instructional programs fail to address this deficit. Generalization errors encompass when the learner should extend the use of a newly taught behavior to other contexts but does not (under-generalization), as well as when he or she should not use the…
Descriptors: Pervasive Developmental Disorders, Autism, Preschool Children, Intervention
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Wade, Mark; Madigan, Sheri; Plamondon, Andre; Rodrigues, Michelle; Browne, Dillon; Jenkins, Jennifer M. – Developmental Psychology, 2018
Previous studies have demonstrated that various psychosocial risks are associated with poor cognitive functioning in children, and these risks frequently cluster together. In the current longitudinal study, we tested a model in which it was hypothesized that cumulative psychosocial adversity of mothers would have deleterious effects on children's…
Descriptors: Cognitive Ability, Hypothesis Testing, Mothers, Parent Influence
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Wood, Carla; Fitton, Lisa; Petscher, Yaacov; Rodriguez, Estrella; Sunderman, Gretchen; Lim, Taehyeong – Grantee Submission, 2018
Purpose: This study aimed to examine the effect of an intensive vocabulary intervention embedded in e-books on the vocabulary skills of young Spanish-English speaking English Learners (ELs) from low SES backgrounds. Methods: Children (288) in kindergarten and first grade were randomly assigned to treatment and read-only conditions. All children…
Descriptors: Books, Electronic Publishing, Vocabulary Development, Bilingual Students
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Wood, Carla; Fitton, Lisa; Rodriguez, Estrella – Grantee Submission, 2018
This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17…
Descriptors: Family Literacy, Bilingual Students, Bilingual Education, Kindergarten
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Pianta, Robert C.; Ansari, Arya – Educational Researcher, 2018
By tracking longitudinally a sample of American children (n = 1,097), this study examined the extent to which enrollment in private schools between kindergarten and ninth grade was related to students' academic, social, psychological, and attainment outcomes at age 15. Results from this investigation revealed that in unadjusted models, children…
Descriptors: Private Schools, Academic Achievement, Social Development, Psychological Patterns
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Wood, Carla; Wofford, Mary Claire; Gabas, Clariebelle; Petscher, Yaacov – Communication Disorders Quarterly, 2018
This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per…
Descriptors: Narration, Second Language Learning, Second Language Instruction, Bilingualism
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Muijselaar, Marloes; Swart, Nicole; Steenbeek-Planting, Esther; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter – Journal of Educational Research, 2018
Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a…
Descriptors: Elementary School Students, Grade 4, Reading Instruction, Reading Strategies
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Batki, Anna – Early Child Development and Care, 2018
With access to a unique sample of post-institutionalized Hungarian children, this study focused on the hypothesis that children who had been institutionalized for at least six months after birth have less developed capacities for emotion regulation; 90 children, aged 4-6, were placed in 1 of 3 groups: (1) children who had been institutionalized…
Descriptors: Children, Institutionalized Persons, Adoption, Child Rearing
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Nguyen, Tutrang; Jenkins, Jade Marcus; Auger Whitaker, Anamarie – AERA Open, 2018
Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large…
Descriptors: Early Intervention, Preschool Education, School Readiness, Low Income Students
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Barnett, W. Steven; Jung, Kwanghee; Friedman-Krauss, Allison; Frede, Ellen C.; Nores, Milagros; Hustedt, Jason T.; Howes, Carollee; Daniel-Echols, Marijata – AERA Open, 2018
State-funded prekindergarten (preK) programs are increasingly common across the country. This study estimated the effects of eight state-funded preK programs (Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina, and West Virginia) on children's learning using a regression discontinuity design. These programs vary with…
Descriptors: Preschool Education, Program Effectiveness, Vocabulary Development, Emergent Literacy
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Wood, Carla; Fitton, Lisa; Rodriguez, Estrella – AERA Open, 2018
This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17…
Descriptors: Family Literacy, Bilingual Students, Bilingual Education, Kindergarten
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