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Direct linkRamsey, Wanda R.; Bellom-Rohrbacher, Kristen; Saenz, Terry – Child Language Teaching and Therapy, 2021
The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language…
Descriptors: Preschool Children, Program Effectiveness, Vocabulary Development, Expressive Language
Jean-Baptiste, Rachel; Klein, Harriet B.; Brates, Danielle; Moses, Nelson – Child Language Teaching and Therapy, 2018
This study was designed to examine the strength of question types to obligate complete responses from children, and the effect of age and play context. Participants were typically developing children (mean ages 2;8, 3;4 and 4;7), who engaged in play with three speech-language pathologists in play contexts. Questions posed to the children were…
Descriptors: Sentences, Syntax, Statistical Analysis, Responses
Gràcia, Marta; Vega, Fàtima; Galván-Bovaira, Maria José – Child Language Teaching and Therapy, 2015
Broadly speaking, the teaching of spoken language in Spanish schools has not been approached in a systematic way. Changes in school practices are needed in order to allow all children to become competent speakers and to understand and construct oral texts that are appropriate in different contexts and for different audiences both inside and…
Descriptors: Foreign Countries, Oral Language, Observation, Measures (Individuals)
