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The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers
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Wright Karem, Rachel; Washington, Karla N. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: The aim of this study was to investigate the appropriateness of standardized assessments of expressive grammar and vocabulary in a sample of preschool-age dual language learners (DLLs) who use Jamaican Creole (JC) and English. Adult models from the same linguistic community as these children were used to inform culturally and…
Descriptors: Bilingualism, Standardized Tests, Preschool Children, Expressive Language
Language Development from Early Childhood to Adolescence in Youths with Fragile X Syndrome
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Brady, Nancy C.; Fleming, Kandace; Bredin-Oja, Shelley L.; Fielding-Gebhardt, Heather; Warren, Steven F. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The aim of this study was to investigate language growth in individuals with fragile X syndrome (FXS) from early childhood to adolescence and the influence of maternal responsivity on language growth. Method: We conducted a longitudinal analysis of language development in 55 youths (44 males, 11 females) with FXS. Data collection spanned…
Descriptors: Intellectual Disability, Language Acquisition, Vocabulary Development, Standardized Tests
Parent-Implemented Early Language Intervention Programme for Late Talkers: Parental Communicative Behaviour Change and Child Language Outcomes at 3 and 4 Years of Age
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Kruythoff-Broekman, Astrid; Wiefferink, Carin; Rieffe, Carolien; Uilenburg, Noëlle – International Journal of Language & Communication Disorders, 2019
Background: Late language emergence is a risk indicator for developmental language disorder. Parent-implemented early language intervention programmes (parent programmes) have been shown to have positive effects on children's receptive and expressive language skills. However, long-term effectiveness has rarely been studied. Additionally, little is…
Descriptors: Child Language, Longitudinal Studies, Parent Education, Parent Child Relationship
Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory
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Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F.; Moran, Catherine – Journal of Speech, Language, and Hearing Research, 2015
Purpose: This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Method: Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working…
Descriptors: Toddlers, Short Term Memory, Vocabulary Skills, Expressive Language
Family-Centred Applied Behaviour Analysis Verbal Behaviour Intervention for Young Taiwanese Children with Disabilities
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Chu, Szu-Yin – International Journal of Early Years Education, 2016
Current educational policy promotes the use of evidence-based practices to maximize children's learning outcomes. With the goal of enhancing a child's ability to learn functional language, the purpose of this study was to focus on involving families through the utilization of evidence-based intervention based upon the Applied Behaviour Analysis…
Descriptors: Foreign Countries, Disabilities, Verbal Communication, Language Skills
The Receptive-Expressive Gap in the Vocabulary of Young Second-Language Learners: Robustness and Possible Mechanisms
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Gibson, Todd A.; Oller, D. Kimbrough; Jarmulowicz, Linda; Ethington, Corinna A. – Bilingualism: Language and Cognition, 2012
Adults and children learning a second language show difficulty accessing expressive vocabulary that appears accessible receptively in their first language (L1). We call this discrepancy the receptive-expressive gap. Kindergarten Spanish (L1)-English (L2) sequential bilinguals were given standardized tests of receptive and expressive vocabulary in…
Descriptors: Standardized Tests, Language Acquisition, Vocabulary Development, Expressive Language