Purpose: The purpose of this study was to examine the extent to which ecological factors (e.g., COVID-related caregiver stress and parental warmth) were related to the receptive language skills of children with language impairment (LI) during the COVID-19 pandemic. Method: Thirty-five children with LI receiving speech therapy within US public…

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…

This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included…

For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether…

Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine…

The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…

Three measures often used with handicapped children (the Berry-Talbott Comprehension of Grammar, the Grammatic Closure subtest of the Illinois Test of Psycholinguistic Abilities, and the Grammatic Completion subtest of the Test of Language Development) are discussed in terms of test reliability, scoring procedures, format, and types of scores.…

The Test of Language Development--Intermediate (TOLD-I) was administered to 26 learning disabled (LD) and 26 nonLD elementary aged black children. The subjects were matched for age, IQ, and class placement. Statistically significant differences were found between the two groups on four of the five subtests of the TOLD-I. The data also were…

Thirty-six children, aged four-five, completed four vocabulary measures: Peabody Picture Vocabulary Test-Revised, Picture Vocabulary subtest of the Test of Oral Language Development, Expressive One-Word Picture Vocabulary Test, and Receptive One-Word Picture Vocabulary Test. Only moderate correlations were found among these tests, implying that a…