Publication Date
| In 2026 | 0 |
| Since 2025 | 2 |
| Since 2022 (last 5 years) | 13 |
Descriptor
| Cognitive Ability | 13 |
| Expressive Language | 13 |
| Receptive Language | 9 |
| Language Skills | 7 |
| Correlation | 6 |
| Age Differences | 4 |
| Foreign Countries | 4 |
| Severity (of Disability) | 4 |
| Autism | 3 |
| Autism Spectrum Disorders | 3 |
| Children | 3 |
| More ▼ | |
Source
Author
| Abbeduto, Leonard | 1 |
| Acha, Joana | 1 |
| Aine Muhumuza | 1 |
| Alexandra J. Golden | 1 |
| Andrea Baraldi Cunha | 1 |
| Anne V. Kirby | 1 |
| Ashley E. Augustine | 1 |
| Atkins-Burnett, Sally | 1 |
| Bahar Keceli-Kaysili | 1 |
| Brown, W. Ted | 1 |
| Bruinsma, Gerda | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 13 |
| Journal Articles | 12 |
Education Level
Audience
Laws, Policies, & Programs
| Head Start | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkCora E. Mukerji; John S. Wilson III; Carol L. Wilkinson; Manon A. Krol; Charles A. Nelson; Helen Tager-Flusberg – Journal of Autism and Developmental Disorders, 2025
Previous research links resting frontal gamma power to key developmental outcomes in young neurotypical (NT) children and infants at risk for language impairment. However, it remains unclear whether gamma power is specifically associated with language or with more general cognitive abilities among young children diagnosed with autism spectrum…
Descriptors: Brain Hemisphere Functions, Language Impairments, Neurological Impairments, Young Children
Andrea Baraldi Cunha; Iryna Babik; Regina T. Harbourne; Stacey C. Dusing; Lin-Ya Hsu; Natalie A. Koziol; Sarah Westcott-McCoy; Sandra L. Willett; James A. Bovaird; Michele A. Lobo – Grantee Submission, 2024
This study aimed to explore whether early developmental abilities are related to future executive function (EF) in children with motor delays. Fourteen children with motor delays (Mean age = 10.76, SD = 2.55) were included from a larger study. Object interaction and developmental outcomes (Bayley-III) were evaluated at baseline and 3, 6, and 12…
Descriptors: Developmental Disabilities, Psychomotor Skills, Symptoms (Individual Disorders), Executive Function
Sisi Liu; Ning Li; Xinyong Zhang; Li-Chih Angus Wang; Duo Liu – Reading and Writing: An Interdisciplinary Journal, 2025
To investigate the longitudinal effects of two domain-general cognitive abilities, namely verbal working memory and visual search skill, on Chinese reading comprehension. To evaluate whether decoding and linguistic comprehension mediate such effects. A total of 202 first-grade Chinese-speaking children from mainland China (M[subscript]age =…
Descriptors: Chinese, Reading Comprehension, Short Term Memory, Grade 1
Jacob I. Feldman; Varsha Garla; Kacie Dunham; Jennifer E. Markfeld; Sarah M. Bowman; Alexandra J. Golden; Claire Daly; Sophia Kaiser; Nisha Mailapur; Sweeya Raj; Pooja Santapuram; Evan Suzman; Ashley E. Augustine; Aine Muhumuza; Carissa J. Cascio; Kathryn L. Williams; Anne V. Kirby; Bahar Keceli-Kaysili; Tiffany G. Woynaroski – Journal of Autism and Developmental Disorders, 2024
Early differences in sensory responsiveness may contribute to difficulties with communication among autistic children; however, this theory has not been longitudinally assessed in infants at increased familial versus general population-level likelihood for autism (Sibs-autism vs. Sibs-NA) using a comprehensive battery of sensory responsiveness and…
Descriptors: Infants, Autism Spectrum Disorders, Sensory Experience, Siblings
Mark Feng Teng; Danyang Zhang – Language Teaching Research, 2024
This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners' metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to…
Descriptors: Vocabulary Development, Second Language Learning, Task Analysis, Teaching Methods
Ramos-Cabo, Sara; Acha, Joana; Vulchanov, Valentin; Vulchanova, Mila – International Journal of Language & Communication Disorders, 2022
Background: Evidence shows that the relation with the referent (object manipulation, contact/no contact pointing) and the different hand features (index finger/open palm) when pointing indicate different levels of cognitive and linguistic attainment in typical development (TD). This evidences the close link between pointing, cognition and language…
Descriptors: Nonverbal Communication, Cognitive Ability, Language Skills, Autism
Williams, Marian E.; Stein Duker, Leah I.; Vigen, Cheryl L. P.; Wylde, Chelsey; Cermak, Sharon A. – Journal of Autism and Developmental Disorders, 2022
Assessment of anxiety in children with autism spectrum disorder (ASD) most commonly includes parent questionnaires. However, due to the nature of the questions and verbal limitations often present in children with ASD, caregivers may have difficulty completing such measures. Caregivers of 144 children with ASD ages 6 to 12 completed the Child and…
Descriptors: Children, Preadolescents, Anxiety, Autism
Thurman, Angela John; Swinehart, Stephanie Summers; Klusek, Jessica; Roberts, Jane E.; Bullard, Lauren; Marzan, Jocelyn Christina B.; Brown, W. Ted; Abbeduto, Leonard – American Journal on Intellectual and Developmental Disabilities, 2022
By adulthood, most males with fragile X syndrome (FXS) require support to navigate day-to-day settings. The present study cross-sectionally: (1) characterized the profile of daily living skills in males with FXS and (2) examined associated participant characteristics (i.e., fragile X mental retardation protein [FMRP] expression, nonverbal…
Descriptors: Genetic Disorders, Daily Living Skills, Males, Adolescents
Huang, Ying; Cheng, Chun-Ho; Law, Wing-Wun; Wong, Tiffany; Leung, Oi-Ki; So, Wing-Chee – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Children with autism are found to have delayed and heterogeneous gesture abilities. It is important to understand the growth of gesture abilities and the underlying factors affecting its growth. Addressing these issues can help to design effective intervention programs. Method: Thirty-five Chinese-speaking preschoolers with autism…
Descriptors: Autism Spectrum Disorders, Preschool Children, Nonverbal Communication, Play
Bruinsma, Gerda; Wijnen, Frank; Gerrits, Ellen – International Journal of Language & Communication Disorders, 2023
Background: Early and effective treatment for children with developmental language disorder (DLD) is important. Although a growing body of research shows the effects of interventions at the group level, clinicians observe large individual differences in language growth, and differences in outcomes across language domains. A systematic…
Descriptors: Language Impairments, Developmental Disabilities, Young Children, Special Education
Ding, Wenjun; Yu, Guoxing – Language Assessment Quarterly, 2023
This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners' (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs in both L1 (Chinese) and L2 (English). They also completed receptive and productive L2 vocabulary size tests.…
Descriptors: Speech Communication, Language Tests, Vocabulary Development, Native Language
Koopmans, Clare; Sakash, Ashley; Soriano, Jennifer; Long, Helen L.; Hustad, Katherine C. – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The aim of this study was to examine the relationship between functional communication skills, underlying speech, language, and cognitive impairments and school-based speech pathology services in students with cerebral palsy (CP). Method: Thirty-five participants with CP who had Individualized Education Programs (IEPs) were classified…
Descriptors: Communication Skills, Cerebral Palsy, Students with Disabilities, Language Skills
Download full textNguyen, Tutrang; Malone, Lizabeth; Atkins-Burnett, Sally; Larson, Addison; Cannon, Judy – Administration for Children & Families, 2022
The Head Start Family and Child Experiences Survey (FACES) and the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) are separate studies done successively over time. One goal for these studies is to provide a national picture of children's readiness for school. In this research brief, the authors use…
Descriptors: Cognitive Measurement, Cognitive Ability, School Readiness, Low Income Students
