Background: Executive function (EF) is significantly associated with reading comprehension outcomes, yet the interaction between EF and critical language skills (including vocabulary, morphological awareness (MA) and syntactic knowledge), across these levels of reading comprehension (literal, inferential and evaluative comprehension) has rarely…

Purpose: Children with developmental language disorder (DLD) are at increased risk for reading difficulties. While oral language interventions benefit emergent literacy, studies specifically targeting preliteracy abilities in preschoolers with DLD are limited. This study examined the effects of a Multitiered System of Language Support (MTSLS) on…

Purpose: Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose…

Purpose: Working memory and linguistic knowledge are highly intertwined in language tasks. Verbal working memory in particular has been studied as a potential constraint on language performance. This, in turn, highlights the need for a clinical assessment tool that will assist clinicians in understanding individual children's performance in…

The acquisition of passives is well-studied in many languages, with evidence of crosslinguistic differences in the age at which passives are acquired. The aim of this study is to add to the existing knowledge of child acquisition of passives by providing data from Afrikaans and isiXhosa, two under-researched and typologically different languages…

This study aimed at examining the contribution of various linguistic components to reading comprehension (RC) in the seventh and ninth grades and to compare this contribution between two groups: children with typical development and those with reading disorders (RD). This was done by testing the relative contribution of phonological awareness,…

This paper attempts to investigate the repetition of Relative Clauses (RCs) in Mandarin children with Developmental Language Disorder (DLD) (aged 4; 5 to 6; 0) and their typically developing (TD) peers. The results of a sentence repetition task indicate that Mandarin children with DLD perform significantly worse than both groups of TD children,…

When threatened with ostracism, children attempt to strengthen social relationships by engaging in affiliative behaviors such as imitation. We investigated whether an experience of ostracism influenced the extent to which children imitated a partner's language use. In two experiments, 7- to 12-year-old children either experienced ostracism or did…

Purpose: This work describes community-based participatory research (CBPR) to support language and literacy development with Pre-K and kindergarten African American boys. Method: The aim and goals of the project were designed using the CBPR model. Interventionists were trained with researcher-designed videos. Interventionist fidelity to training…

Purpose: Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th…

Purpose: The goal of this study was to examine online and off-line sentence processing using Korean language relative clause sentences between children with specific language impairment (SLI) and children with typical development (TD). Method: Twenty-four children with TD and 19 children with SLI participated in this study. Children completed…

The lack of early identification, suboptimal language stimulation and limited remedial services in Sri Lanka for children who are deaf or hard-of-hearing place them at-risk of language delay. The reality for many preschool and primary school children entering formal education in Sri Lanka is a language delay in spoken language and/or sign language…

Mid-adolescence is a period of considerable potential growth in the language for academic writing. Yet, to date, few writing studies explore language development during this period and even fewer focus on longitudinal or diverse samples. In this study, we examined the development of language skills for academic writing in a socio-economically…

Previous studies with English-speaking children showed that handwriting and spelling abilities played a critical role in the development of writing fluency and quality, particularly during the transition from the kindergarten to primary school; in contrast, studies dealing with orthographically transparent languages found small or no relations…

We investigated the associations between teacher-rated and direct assessments of early elementary students' speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first-…