Turn-taking in dialogue is an essential part of communication and early language experience. The prevalence of utterances and the timing of responses in dialogue were examined at 14 and 36 months of age in 104 mother-child dyads from the Early Head Start Research and Evaluation Project (EHSREP). Mothers varied in their level of depression risk…

Purpose: Late talkers (LTs) are a group of children who exhibit delays in language development without a known cause. Although a hallmark of LTs is a reduced expressive vocabulary, little is known about LTs' processing of semantic relations among words in their emerging vocabularies. This study uses an eye-tracking task to compare 2-year-old LTs'…

Young children's development takes place across multiple strands to support readiness for literacy and other academic learning. These strands include: (1) physical development; (2) social engagement; and (3) language development. This article describes some common things that can be looked for within each of these strands when children are three…

Word segmentation is a crucial step in children's vocabulary learning. While computational models of word segmentation can capture infants' performance in small-scale artificial tasks, the examination of early word segmentation in naturalistic settings has been limited by the lack of measures that can relate models' performance to developmental…

This study examines the content and function of parent-child talk while engaging in shared storybook reading with two narrative books: a wordless book versus a book with text. Thirty-six parents audio-recorded themselves reading one of the books at home with their 3.5-5.5-year-old children. Pragmatic and linguistic measures of parental and child…

Research into the effective teaching of science to emergent bilinguals has converged around key theoretical perspectives and led to expansive empirical evidence that emphasizes the integration of science learning with language/literacy development. Simultaneously, formative assessment has been touted as one of the key components of effective…

Non-word repetition tasks are widely used to assess phonological short-term memory (PSTM). Results of previous research on the performance of monolingual and bilingual children in PSTM tasks are inconclusive. Although in some studies bilinguals did outperform monolinguals in the repetition of non-words, most studies reported comparatively weak…

Deaf and hard-of-hearing (DHH) children experience systematic barriers to equitable education due to intentional or unintentional ableist views that can lead to a general lack of awareness about the value of natural sign languages and insufficient resources supporting sign language development. Furthermore, an imbalance of information in favor of…

Background: A wealth of evidence supports the important role high-quality parent-child interactions play in children's early language acquisition. However, the impact on later language outcomes remains unclear. Aims: To examine the associations between responsive parental behaviours across the early years and child language outcomes at age 7 years…

Guided by the complex dynamic systems theory, the present study explored university students' dynamic motivation to learn Chinese as a second language and its interaction with their learning experiences during a semester while studying in China. The study was conducted in a state-owned university in China and collected data at two time points of…

This qualitative study involved American parents of deaf children who chose cochlear implants (CIs) and shared their perception of the lived experience of choosing Listening and Spoken Language (LSL) as a communication modality for their child. This study also involved the parents discussing their experiences with hearing professionals and how…

This practitioner article provides practitioners with instructional techniques to support reading and language comprehension development for children who demonstrate slower growth, including those with autism and concurrent intellectual disability.

Parents play a significant role in the educational development of their children. However, there is little research around utilizing parents to collect data on their children's language skills. In particular, children with autism oftentimes demonstrate delays in the acquisition and use of language. Having information on a child's language…

Language deprivation occurs because the majority of Deaf students are not born into homes where sign language is used and/or are not taught or not allowed to use sign language, the only language that is readily accessible to them. Instead, they are forced to use less effective communication techniques. When Deaf child who has experienced this…

Both reading and language skills are necessary for children to see success in academic and everyday life settings. This manuscript describes in detail four key instructional techniques used to target reading and language development in struggling and early readers, including children with both autism and cognitive disabilities. The techniques…