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Using Early Standardized Language Measures to Predict Later Language and Early Reading Outcomes in Children at High Risk for Language-Learning Impairments
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Flax, Judy F.; Realpe-Bonilla, Teresa; Roesler, Cynthia; Choudhury, Naseem; Benasich, April – Journal of Learning Disabilities, 2009
The aim of the study was to examine the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) and identify which language constructs (receptive or expressive) and which ages (2 or 3 years) are related to expressive and receptive language…
Descriptors: Control Groups, Reading Difficulties, Comprehension, Early Reading
Use of Grammatical Morphemes by Beginning Readers.
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McClure, Judith; And Others – Journal of Learning Disabilities, 1980
Twenty-four good beginning readers and 24 poor readers from 12 suburban first grades were tested on three measures of grammatical morpheme use: sentence recall, speech production, and language compehension. The two groups did not differ in sentence recall. Good readers produced more correct grammatical morphemes than poor readers, but the…
Descriptors: Beginning Reading, Comprehension, Exceptional Child Research, Grammar
Fostering Literacy Learning in Supportive Contexts.
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Palincsar, Annemarie Sullivan; Klenk, Laura – Journal of Learning Disabilities, 1992
This paper focuses on enhancement of literacy skills of young children with learning disabilities, through intentional learning, reciprocal teaching, and redefining the contexts of early literacy learning. Research results show that children benefit from strategy instruction occurring within classroom cultures that support collaborative discourse,…
Descriptors: Beginning Reading, Comprehension, Curriculum Development, Early Childhood Education