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Swasey Washington, Patricia; Iglesias, Aquiles – Communication Disorders Quarterly, 2015
Young monolingual children typically demonstrate frequent tense shifting during narrative development, whereas older children maintain a consistent narration tense. Therefore, inconsistent tense usage in older children could be an indication of overall limited language skills. However, information regarding tense use in bilinguals has been…
Descriptors: Spanish Speaking, English Language Learners, Morphemes, Kindergarten
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Alant, Erna; Champion, Annette; Peabody, Erin Colone – Communication Disorders Quarterly, 2013
This study grew from a need identified by professionals working in the same community to explore interagency support for augmentative and alternative communication device implementation with students, families, and professionals involving the local school system and university. A case study was used to document intervention with a second-grade…
Descriptors: Intervention, Augmentative and Alternative Communication, Expressive Language, Delayed Speech
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German, Diane J.; Schwanke, Jan Heath; Ravid, Ruth – Communication Disorders Quarterly, 2012
This study considered the efficacy of a differentiated approach to vocabulary instruction for learners with word-finding difficulties (WFD) in the speech and language pathologist's room. Using a pretest-posttest design to study treatment outcomes, 10 second graders with WFD received first semantic-based vocabulary instruction (S) and then…
Descriptors: Semantics, Vocabulary, Pathology, Expressive Language
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Bingham, Gary E.; Hall-Kenyon, Kendra M.; Culatta, Barbara – Communication Disorders Quarterly, 2010
This study examined the effect of explicit and engaging supplemental early literacy instruction on at-risk kindergarten children's literacy development. Sixty-three kindergarten-aged children who had been ranked in the lowest 20th percentile on basic literacy skills participated in this study (38 treatment). Results reveal that children who…
Descriptors: Kindergarten, Emergent Literacy, Supplementary Education, Tutoring
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Wankoff, Lorain Szabo; Cairns, Helen Smith – Communication Disorders Quarterly, 2009
This study was designed to determine the contributions of metalinguistic skill and psycholinguistic processing ability to children's ability to detect the ambiguity of sentences and the relationship among all three factors to early reading ability. A total of 20 first graders and 20 second graders were given tasks testing the following abilities:…
Descriptors: Reading Comprehension, Reading Difficulties, Sentences, Reading Readiness
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Donne, Vicki J.; Zigmond, Naomi – Communication Disorders Quarterly, 2008
An observational study of reading instruction, using the MS-CISSAR protocol, was conducted in general education classrooms, resource classrooms, and self-contained special education/deaf education classrooms in Grades 1 through 4 in public schools within the tri-state area of Ohio, Pennsylvania, and West Virginia. Participants were 24 students who…
Descriptors: Public Schools, Partial Hearing, Deafness, Grade 1
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Saenz, Terry Irvine; Felix, Denise M. – Communication Disorders Quarterly, 2007
This study surveyed the literacy practices of 45 English-speaking parents of Latino kindergarten through second graders using English questionnaires. The results of the survey were similar in many respects to other studies of English-speaking Latinos and unlike studies of Spanish-speaking Latinos. Respondents reported numbers of children's books…
Descriptors: Reading Aloud to Others, Reading Instruction, Emergent Literacy, Grade 2