Purpose: This study examined science achievement; science vocabulary knowledge; and the relationship between science vocabulary, language skills, and science achievement in school-age children with language/literacy disorders (LLDs) and typical language development (TD). Method: Thirty-nine sixth graders (11 with LLDs) completed standardized…

Purpose: The purpose of this study was to evaluate the construct validity of three sentence-focused diversity measures, intransitive verb diversity, transitive verb diversity, and third person (3P) subject diversity, using two methods: (a) group differentiation of late-talking (LT) toddlers from peers with typically developing (TD) language and…

The development of Theory of Mind (ToM) is associated with variables such as language, working memory, and nonverbal cognitive competence. Children on the autism spectrum tend to have difficulties in ToM development, language and communication skills, and working memory. This study investigates relationships between language, working memory, and…

Background Study: In the field of English as a foreign language education, receptive skills such as listening and reading play a vital role in learners' academic success and professional development. These skills not only improve language comprehension but also facilitate language production. Objectives: Therefore, the primary objective of this…

The Production-oriented Approach (POA) is an emerging language teaching method tailored to the characteristics of Chinese learners, but the existing experimental studies have yielded inconsistent results. Therefore, this study employs a comprehensive meta-analysis to assess the overall effectiveness of POA on students' English language skills, and…

Young children are known to make significant progress in learning their native language during the first 4 years of their life. Nonetheless, delays or differences in patterns of language acquisition can be cautiously determined and be sensitive indicators of developmental issues. The current paper displays an investigation that examines plural…

Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners' pronunciation skills, understanding the rationale…

Purpose: Response times (RTs) are commonly used in studying language acquisition. However, previous research utilizing RT in the context of language has largely overlooked the intra-individual variability (IIV) of RTs, which could hold significant information about the processes underlying language acquisition. Method: We explored the association…

Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy…

Background: Early intervention is recommended for pre-school children with low language. However, few robustly evaluated language interventions for young children exist. Furthermore, in many interventions the theoretical underpinnings are underspecified and the 'active ingredients' of the interventions not tested. This paper presents a…

The development of key linguistic abilities is essential for young children and their academic success at school, in particular for children with a migration background who are at a greater risk of developing language deficits. Here, family interactions can provide valuable opportunities to support children's linguistic learning within the Home…

This exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those…

The importance of vocabulary when speaking is not only demonstrated in models of second language speech production and speaking proficiency but also reflected in rating criteria and assessment scales. The present study examined and compared micro-level lexical information in a speaking task from two complementary stakeholders' perspectives…

Argumentation is a fundamental communicative ability that children develop over time through formal schooling and daily practice with peers and family members. Literature on children's argumentation appears to have focused on their social interactions out of school, clinical environment, or informal pedagogic contexts. Even though there are…

Objective: Pragmatics can be defined as the appropriate use of language in social interactions. Children with Autism Spectrum Disorder (ASD) and children with Developmental Language Disorder (DLD) exhibit difficulties in pragmatic language (PL), but the nature and sources of these difficulties have not been fully investigated yet. The purpose of…