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Direct linkMcIntyre, Nancy S.; Loughran, Carrie; Towson, Jacqueline – Perspectives of the ASHA Special Interest Groups, 2022
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…
Descriptors: Students with Disabilities, Intellectual Disability, Adolescents, Student Needs
Walsh, Rosalind; Bowes, Jennifer; Sweller, Naomi – Journal for the Education of the Gifted, 2017
Research into the effect of questions asked during storybook reading in preschool settings has rarely investigated questions that elicit higher order thinking. In the current study, Blank et al.'s Four Levels of Abstraction were used to code teacher questions and child responses from 177 individual storybook reading sessions with eight…
Descriptors: Academically Gifted, Story Reading, Questioning Techniques, Teaching Methods
Download full textRoberts, Theresa A; Vadasy, Patricia F; Sanders, Elizabeth A – Grantee Submission, 2018
This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…
Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups
Mandel, Eliana; Osana, Helena P.; Venkatesh, Vivek – Journal of Research in Childhood Education, 2013
This study evaluated the effects of Adapted Reciprocal Teaching (ART) on the receptive and expressive flight-word vocabulary of 1st-grade students. During ART, classroom interactions produced narrative contexts within which students assumed responsibility for applying new flight words in personally meaningful ways. Students in the control group…
Descriptors: Foreign Countries, Reciprocal Teaching, Reading Instruction, Story Reading
Peer reviewedDaniels, Marilyn – Sign Language Studies, 1996
Shows that 17 kindergarten children receiving sign language instruction tested significantly higher on the Peabody Picture Vocabulary Test than 17 kindergartners receiving no such instruction. The study's findings confirm that simultaneously presenting words visually, kinesthetically, and orally offers an advantage to young learners. (23…
Descriptors: American Sign Language, Bilingual Education, Cognitive Processes, Curriculum Design
Yu, Agnes; Bain, Bruce – 1980
This paper explores the different patterns of cognitive behavior of children from varying linguistic, socio-economic, and cultural backgrounds. Several perspectives on cognitive consequences as related to language, class, and culture are presented. The sample consisted of grade one children, one hundred ten boys and one hundred girls between six…
Descriptors: Bilingualism, Children, Cognitive Development, Cognitive Processes
