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Peer reviewed
Direct linkMarc F. Maffei; Karen V. Chenausky; Helen Tager-Flusberg; Jordan R. Green – Journal of Speech, Language, and Hearing Research, 2025
Purpose: Despite known motor and spoken language impairments in autism spectrum disorder (ASD), the motor skills underlying speech production and their relationship with language skills have rarely been directly investigated in this population. Method: Thirty-nine autistic children (14 minimally verbal [MV], 25 verbal [V]) and 11 non-autistic…
Descriptors: Acoustics, Speech, Psychomotor Skills, Performance
Download full textLesley Graybeal; Sunjung Kim Thao; Mikelle Porter; Madeline Sims – Journal of Service-Learning in Higher Education, 2025
Examinations of service-learning in the context of preparing students for health professions in speech-language pathology have been limited (Bushman et al., 2021; Cooper et al., 2013; Diego-Lazaro et al., 2020; Kaf et al., 2011; Kong, 2014; Pace et al., 2019; Pakulski, 2011; Peters, 2011). This study examines outcomes from a service-learning…
Descriptors: Career Readiness, Undergraduate Students, Speech Language Pathology, Service Learning
Allison Fitch; Amy M. Lieberman; Michael C. Frank; Jessica Brough; Matthew Valleau; Sudha Arunachalam – Journal of Child Language, 2025
Children acquiring Japanese differ from those acquiring English with regard to the rate at which verbs are learned (Fernald & Morikawa, 1993). One possible explanation is that Japanese caregivers use verbs in referentially transparent contexts, which facilitate the form-meaning link. We examined this hypothesis by assessing differences in verb…
Descriptors: Foreign Countries, Child Language, Linguistic Input, Verbs
Joshua Wedlock; Christopher Binnie – TESL-EJ, 2025
Although research indicates that deliberate practice is indispensable for achieving high levels of proficiency and expertise in a range of disparate fields, this type of practice has largely been overlooked in the second language acquisition literature. To bridge this gap, and advocating for a more intentional and goal-directed approach to second…
Descriptors: Second Language Learning, Evidence Based Practice, Educational Practices, Decision Making
Vilà-Giménez, Ingrid; Prieto, Pilar – Developmental Science, 2020
Gesture is an integral part of language development. While recent evidence shows that observing a speaker who is simultaneously producing beat gestures helps preschoolers remember and understand information and also improves the production of oral narratives, little is known about the potential value of encouraging children to produce beat…
Descriptors: Nonverbal Communication, Preschool Children, Story Telling, Language Acquisition
Chládková, Katerina; Paillereau, Nikola – Language Learning, 2020
The young universal listener is an established concept in psycholinguistics. However, it is unclear what abilities universal perception entails and at what age it exists. This article aims to motivate rethinking about what it means to be a universal listener. Early and recent studies on infant speech acquisition are reviewed, considered in the…
Descriptors: Language Acquisition, Listening Skills, Speech Acts, Auditory Perception
Benitez, Viridiana L.; Bulgarelli, Federica; Byers-Heinlein, Krista; Saffran, Jenny R.; Weiss, Daniel J. – Developmental Science, 2020
Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying…
Descriptors: Infants, Language Acquisition, Speech, Monolingualism
Sidhu, David M.; Williamson, Jennifer; Slavova, Velina; Pexman, Penny M. – Journal of Child Language, 2022
Iconic words imitate their meanings. Previous work has demonstrated that iconic words are more common in infants' early speech, and in adults' child-directed speech (e.g., Perry et al., 2015; 2018). This is consistent with the proposal that iconicity provides a benefit to word learning. Here we explored iconicity in four diverse language…
Descriptors: Infants, Preschool Children, Young Adults, Children
Dailey, Shannon; Bergelson, Elika – Developmental Science, 2022
For the past 25 years, researchers have investigated language input to children from high- and low-socioeconomic status (SES) families. Hart and Risley first reported a "30 Million Word Gap" between high-SES and low-SES children. More recent studies have challenged the size or even existence of this gap. The present study is a…
Descriptors: Linguistic Input, Infants, Socioeconomic Status, Child Language
Wasik, Barbara A.; Farrow, JeanMarie; Hindman, Annemarie H. – Reading Teacher, 2022
Conversations between an adult and a child are effective ways to promote language and vocabulary development in young children. Considerable attention has been paid to teachers asking open-ended questions to promote conversations. However, the feedback that follows the question is also an important part of promoting back-and-forth dialogue, and…
Descriptors: Interpersonal Communication, Adults, Children, Feedback (Response)
Fuks, Orit – Sign Language Studies, 2022
This longitudinal pilot study examined the pointing behavior of two Israeli Deaf mothers and one hearing mother over the course of their infant's signed/spoken language acquisition. Three aspects were analyzed: (a) frequency of use; (b) function; and (c) pointing form. The findings indicated that the Deaf mothers used pointing more frequently than…
Descriptors: Deafness, Mothers, Infants, Language Acquisition
Plate, Samantha; Yankowitz, Lisa; Resorla, Leslie; Swanson, Meghan R.; Meera, Shoba Sreenath; Estes, Annette; Marrus, Natasha; Cola, Meredith; Petrulla, Victoria; Faggen, Aubrey; Pandey, Juhi; Paterson, Sarah; Pruett, John R., Jr.; Hazlett, Heather; Dager, Stephen; St. John, Tanya; Botteron, Kelly; Zwaigenbaum, Lonnie; Piven, Joseph; Schultz, Robert T.; Parish-Morris, Julia – Child Development, 2022
Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White;…
Descriptors: Infants, Toddlers, Verbal Communication, Autism
Weiler, Brian K.; Decker, Allyson L. – Communication Disorders Quarterly, 2022
To explore the relationship between socioeconomic status (SES) and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners. Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools. SES impacts language-learning processes (i.e., fast…
Descriptors: Socioeconomic Status, Language Usage, Vocabulary, Syntax
Luyster, Rhiannon J.; Zane, Emily; Wisman Weil, Lisa – Autism & Developmental Language Impairments, 2022
Background and aims: Autism has long been characterized by a range of spoken language features, including, for instance: the tendency to repeat words and phrases, the use of invented words, and "pedantic" language. These observations have been the source of considerable disagreement in both the theoretical and applied realms. Despite…
Descriptors: Autism Spectrum Disorders, Oral Language, Repetition, Communication Disorders
Lenhart, Michelle H.; Timler, Geralyn R.; Pavelko, Stacey L.; Bronaugh, Dannette A.; Dudding, Carol C. – Language, Speech, and Hearing Services in Schools, 2022
Purpose: Syntax has been called the structural foundation of language, as its development allows for more efficient and effective communication. Complex syntax production is known to lag in children and adolescents with language impairment. Conversation, narrative, and expository language sampling contexts are recommended tools for the…
Descriptors: Syntax, Language Impairments, Elementary School Students, Sampling
