The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four…

Purpose: Reading and writing are foundational skills that provide access to educational, vocational, and social experiences. However, while the gap widens between the literacy skills of individuals with intellectual disability (ID) and those with typical development as they grow into adolescence, little is known about meeting the comprehensive…

In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three participants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write…

In this study, a narrative-based language intervention (NBLI) is evaluated in children with HL based on selected narrative outcome measures important for telling and retelling stories. Nine Danish children with slight to severe sensorineural HL in the age range of 4;11-8;8 years participated. The study had a single-arm early efficacy design. The…

Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of…

We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria…

Despite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127-150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259-267, 2007), very few studies have examined the current reading practices experienced by children…

Problem/Purpose: Young children with developmental speech and/or language impairment (DSLI) often fail to develop important oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the TELL curriculum and associated evidence-based…

This study applied multilevel modeling to examine the relationship between the percentage of children with mild/moderate disabilities in classrooms and children's language and literacy achievement over an academic year. The sample included 516 preschool children (mean age = 52.3 months, SD = 6.3) in 75 classrooms; 42% of the children had…

Peer-effects research finds that preschool children's language growth is associated with classmates' skills and that children with disabilities especially benefit from classmates with higher skills. The current study estimates the amount of "peer language resources" individual children access through their classroom-based peer social…

Purpose: Oral language plays a significant role in the development of reading and writing skills in intermediate grade students. Therefore, it is an important consideration for students receiving special education services for a language-based learning disability (LLD) through the public school system. The goal of this study was to examine the…

The co-occurrence of social, emotional, and behavioral difficulties (SEBD), maltreatment, and language disorders (LD) is recognized in school-age children; however, the nature of the interaction between them remains poorly understood. The aim of this study was to explore associations between LD and SEBD in children with and without suspected…

Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening…

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These…

Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A…