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Owen Van Horne, Amanda J.; Curran, Maura; Cook, Susan Wagner; Cole, Renée; McGregor, Karla K. – International Journal of Language & Communication Disorders, 2023
Background: The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g., "I think it will float;" "We noticed that it vibrates"). Complex syntax is often challenging for children with…
Descriptors: Reading Instruction, Randomized Controlled Trials, Developmental Disabilities, Language Impairments
MacLeod, Andrea A. N.; Glaspey, Amy M. – International Journal of Language & Communication Disorders, 2022
Background: Teachers and clinicians may struggle to provide early identification to support multilingual children's language development. Dynamic assessments are a promising approach to identify and support children's language development. Aims: We developed and studied a novel word learning task that is dynamic and language neutral. It makes use…
Descriptors: Vocabulary Development, French, Kindergarten, Transfer of Training
Kas, Bence; Jakab, Zoltán; Lorik, József – International Journal of Language & Communication Disorders, 2022
Background: Difficulties in language development are related to social and emotional problems, lower academic outcomes, and lower quality of life from childhood to adolescence. These grave consequences might be significantly reduced by timely identification and professional support. The introduction of systematic screening for language delay (LD)…
Descriptors: Foreign Countries, Screening Tests, Language Impairments, Delayed Speech
Smolander, Sini; Laasonen, Marja; Arkkila, Eva; Lahti-Nuuttila, Pekka; Kunnari, Sari – International Journal of Language & Communication Disorders, 2021
Background: Language exposure is known to be a key factor influencing bilingual vocabulary development in typically developing (TD) children. There is, however, a lack of knowledge in terms of exposure effects in children with developmental language disorder (DLD) and, especially, in interaction with age of onset (AoO) of second language…
Descriptors: Child Language, Bilingual Students, Kindergarten, Young Children
Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M. – International Journal of Language & Communication Disorders, 2017
Background: Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of…
Descriptors: Speech, Planning, Problem Solving, Language Impairments
Tambyraja, Sherine R.; Schmitt, Mary Beth; Farquharson, Kelly; Justice, Laura M. – International Journal of Language & Communication Disorders, 2017
Background: Numerous studies suggest a positive relationship between the home literacy environment (HLE) and children's language and literacy skills, yet very little research has focused on the HLE of children with language impairment (LI). Children with LI are at risk for reading difficulties; thus, understanding the nature and frequency of their…
Descriptors: Family Literacy, Family Environment, Profiles, Children
Ruiz-Felter, Roxanna; Cooperson, Solaman J.; Bedore, Lisa M.; Peña, Elizabeth D. – International Journal of Language & Communication Disorders, 2016
Background: Although some investigations of phonological development have found that segmental accuracy is comparable in monolingual children and their bilingual peers, there is evidence that language use affects segmental accuracy in both languages. Aims: To investigate the influence of age of first exposure to English and the amount of current…
Descriptors: Language Acquisition, Kindergarten, Young Children, Bilingual Students
Pentimonti, Jill M.; Murphy, Kimberly A.; Justice, Laura M.; Logan, Jessica A. R.; Kaderavek, Joan N. – International Journal of Language & Communication Disorders, 2016
Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as…
Descriptors: School Readiness, Language Impairments, Social Development, Emotional Development
Van Luit, Johannes E. H.; Toll, Sylke W. M. – International Journal of Language & Communication Disorders, 2015
Background: Growing attention has been paid to the possibility of supporting early numeracy in at-risk kindergartners. Furthermore, it is assumed that language proficiency is an important prerequisite in early maths skills. Aims: To examine whether remedial early numeracy education in kindergarten, which has been proven to be effective in general,…
Descriptors: Numeracy, At Risk Students, Kindergarten, Remedial Mathematics
Justice, Laura M.; Schmitt, Mary Beth; Murphy, Kimberly A.; Pratt, Amy; Biancone, Tricia – International Journal of Language & Communication Disorders, 2014
This study examined vocabulary intervention--in terms of targets and techniques--for children with language impairment receiving speech-language therapy in public schools (i.e., non-fee-paying schools) in the United States. Vocabulary treatments and targets were examined with respect to their alignment with the empirically validated practice of…
Descriptors: Vocabulary, Intervention, Public Schools, Speech Language Pathology
McGregor, Karla K.; Oleson, Jacob; Bahnsen, Alison; Duff, Dawna – International Journal of Language & Communication Disorders, 2013
Background: Deficient vocabulary is a frequently reported symptom of developmental language impairment, but the nature of the deficit and its developmental course are not well documented. Aims: To describe the nature of the deficit in terms of breadth and depth of vocabulary knowledge and to determine whether the nature and the extent of the…
Descriptors: Language Impairments, Vocabulary, Grade 2, Grade 4
Motsch, Hans-Joachim; Riehemann, Stephanie – International Journal of Language & Communication Disorders, 2008
Background: Disorders in the acquisition of morphological agreement phenomena, e.g. case marking, are characteristic of German children with specific language impairment (SLI). Although the success of individual therapy has already been documented, there are general doubts about the success of grammar facilitation in the classroom. Aims: To…
Descriptors: Experimental Groups, Control Groups, Language Impairments, Criticism
McCartney, Elspeth; Boyle, James; Bannatyne, Susan; Jessiman, Emma; Campbell, Cathy; Kelsey, Cherry; Smith, Jennifer; O'Hare, Anne – International Journal of Language and Communication Disorders, 2003
The construction of therapy protocols for a large-scale randomized controlled trial comparing speech and language therapists and assistants, and group and individual therapy approaches for children aged 6-11 in mainstream schools is outlined. The aim was to outline the decision-making processes that led to the construction of the research therapy…
Descriptors: Intervention, Vocabulary Development, Allied Health Personnel, Speech Therapy