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The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language
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Rufsvold, Ronda; Wang, Ye; Hartman, Maria C.; Arora, Sonia B.; Smolen, Elaine R. – American Annals of the Deaf, 2018
The researchers investigated the effects of adult language input on the quantity of language, vocabulary development, and understanding of basic concepts of deaf and hard of hearing (DHH) children who used listening and spoken language. Using audio recording and Language ENvironment Analysis (LENA) software, the study involved 30 preschool DHH…
Descriptors: Deafness, Hearing Impairments, Preschool Children, Vocabulary Development
A Comparison of Concept Development and Human Figure Drawings of Children Who Receive Preschool Education vs Those Who Do Not
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Balat, Gulden Uyanik – Gifted Education International, 2010
This study evaluated from a developmental point of view the basic concept knowledge and human figure drawings of children who did and did not attend preschool. A total of 118 children who received preschool education and 147 children who did not do so participated in the study. The mean age of children was 75.4 months. Their concept knowledge was…
Descriptors: Concept Formation, Freehand Drawing, Preschool Education, Comparative Analysis
Better in Both? Bilingual Intervention in an Australian School Context
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Hemsley, Gayle; Holm, Alison; Dodd, Barbara – Australian Journal of Education, 2014
This study evaluated a bilingual intervention in the key learning area of mathematics. Nine typically developing Samoan-English students received math lessons in both Samoan and English. A control group of Samoan-English students received all lessons in English. The material covered and the amount of instruction was the same for each group. The…
Descriptors: Intervention, Mathematics Instruction, Malayo Polynesian Languages, English (Second Language)
American and Chinese Children's Knowledge of Basic Relational Concepts.
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Zhou, Zheng; Boehm, Ann E. – School Psychology International, 2001
Three hundred Beijing students in kindergarten through second grade were given the Boehm Test of Basic Concepts Revised (BTBC-R) to determine whether lexical diversity and morphological complexity affect the rate of acquisition of languages and whether conceptual factors interact with linguistic differences in development of relational concepts.…
Descriptors: Comparative Analysis, Concept Formation, Cross Cultural Studies, Elementary School Students
American and Chinese Children's Understanding of Basic Relational Concepts in Directions
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Zhou, Zheng; Boehm, Ann E. – Psychology in the Schools, 2004
Two hundred first- and second-grade Chinese children's knowledge of basic relational concepts in following directions was assessed on the "Applications Booklet" of the "Boehm Test of Basic Concepts-Revised" (BTBC-R, 1986). Chinese children's performance was then compared with that of the standardization sample of the BTBC-R.…
Descriptors: Young Children, Grade 1, Grade 2, Knowledge Level
Early Childhood Education Project Evaluation, 1970-71. ESEA Title I.
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Nieman, Ronald H. – 1971
Results of an evaluation of the Early Childhood Project for the 1970-71 year are presented. The program continued to focus upon communication skill development and parent involvement. Inservice training for teachers and aides was continuous throughout the year. To determine if more organized, purposeful early childhood experiences would enable the…
Descriptors: Communication Skills, Comparative Analysis, Concept Formation, Early Childhood Education