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The Ability of Teachers to Identify Grade 1 Learners in Low Socio-Economic Environments with Possible Developmental Coordination Disorder
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du Plessis, Aletta M.; de Milander, Monique; Coetzee, Frederik F.; Nel, Mariette – South African Journal of Childhood Education, 2021
Background: Early identification of learners in low socio-economic environments with possible developmental coordination disorder (DCD) is important. Although various screening tools are available, it is unclear whether teachers can use the movement assessment battery for children - second edition checklist (MABC-2 checklist) to identify learners…
Descriptors: Grade 1, Foreign Countries, Elementary School Students, At Risk Students
Identifying Children at Risk for Developmental Language Disorder Using a Brief, Whole-Classroom Screen
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Hendricks, Alison Eisel; Adlof, Suzanne M.; Alonzo, Crystle N.; Fox, Annie B.; Hogan, Tiffany P. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: The aim of this study was to determine whether parents of children with developmental language disorder (DLD) were aware of their children's language difficulties and whether a brief, classroom-based language screen can reliably identify children at risk for DLD, including those with both good and poor word reading skills. Method: First-…
Descriptors: Elementary School Students, Grade 1, Grade 2, At Risk Students
Prevalence of Possible Developmental Coordination Disorder among Grade 1 Learners in Low Socio-Economic Environments in Mangaung, South Africa
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du Plessis, Alretha Margaretha; de Milander, Monique; Coetzee, Frederick Francois; Nel, Mariette – South African Journal of Childhood Education, 2020
Background: Developmental coordination disorder (DCD) affects motor skills and consequently has an impact on the performance in daily living activities of learners with this impairment. Aim: The aim of this study was to determine the prevalence of possible DCD in Grade 1 (Gr. 1) learners in a low socio-economic environment in Mangaung, South…
Descriptors: Foreign Countries, Developmental Disabilities, Child Development, Psychomotor Skills
Late-Emerging Developmental Language Disorders in English-Speaking Monolinguals and English-Language Learners: A Longitudinal Perspective
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Farnia, Fataneh; Geva, Esther – Journal of Learning Disabilities, 2019
Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the challenges of identifying and treating Developmental Language Disorders (DLD) in English Language Learners (ELLs). Developmental patterns of DLD are not…
Descriptors: Language Impairments, Developmental Disabilities, Monolingualism, English