NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Nicholas, Katrina; Alt, Mary; Hauwiller, Ella – Child Language Teaching and Therapy, 2019
The purpose of this study was to investigate the role of variability in teaching prepositions to preschoolers with typical development (TD) and developmental language disorder (DLD). Input variability during teaching can enhance learning, but is target dependent. We hypothesized that high variability of objects would improve preposition learning.…
Descriptors: Linguistic Input, Form Classes (Languages), Language Acquisition, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Green, Katherine B.; Towson, Jacqueline A.; Head, Cynthia; Janowski, Brittany; Smith, Laura – Child Language Teaching and Therapy, 2018
Family-centered practices that build caregiver capacity are a central focus of early intervention services for young children with disabilities. The purpose of this study was to evaluate the feasibility of adapting the "Parents Interacting with Infants" (PIWI) facilitated playgroup model to target effective communication strategies for…
Descriptors: Communication Problems, Language Skills, Language Impairments, Parent Child Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Seager, Emily; Abbot-Smith, Kirsten – Child Language Teaching and Therapy, 2017
Language comprehension delays in pre-schoolers are predictive of difficulties in a range of developmental domains. In England, early years practitioners are required to assess the language comprehension of 2-year-olds in their care. Many use a format based on the Early Years Foundation Stage Unique Child Communication Sheet (EYFS:UCCS) in which…
Descriptors: Preschool Teachers, Preschool Children, Toddlers, Language Impairments
Peer reviewed Peer reviewed
Direct linkDirect link
Gibbard, Deborah; Smith, Clare – Child Language Teaching and Therapy, 2016
Primary language delay remains one of the most prevalent developmental delays in early childhood, particularly in disadvantaged areas. Previous research has established language difficulties and social disadvantage being particular risk factors for adverse outcomes later in life. To help prevent low educational achievement and poorer outcomes,…
Descriptors: Developmental Delays, Disadvantaged, Early Intervention, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Falkus, Gila; Tilley, Ciara; Thomas, Catherine; Hockey, Hannah; Kennedy, Anna; Arnold, Tina; Thorburn, Blair; Jones, Katie; Patel, Bhavika; Pimenta, Claire; Shah, Rena; Tweedie, Fiona; O'Brien, Felicity; Leahy, Ruth; Pring, Tim – Child Language Teaching and Therapy, 2016
Parent-child interaction therapy (PCIT) is widely used by speech and language therapists to improve the interactions between children with delayed language development and their parents/carers. Despite favourable reports of the therapy from clinicians, little evidence of its effectiveness is available. We investigated the effects of PCIT as…
Descriptors: Parent Child Relationship, Speech Therapy, Rating Scales, Delayed Speech
Peer reviewed Peer reviewed
Direct linkDirect link
Ijalba, Elizabeth – Child Language Teaching and Therapy, 2015
Few studies explore parent-implemented literacy interventions in the home language for young children with problems in language acquisition. A shift in children's use of the home language to English has been documented when English is the only language of instruction. When parents are not proficient in English, such language shift can limit…
Descriptors: Parents as Teachers, Literacy Education, Instructional Effectiveness, Language Usage
Peer reviewed Peer reviewed
Direct linkDirect link
MacRoy-Higgins, Michelle; Shafer, Valerie L.; Schwartz, Richard G.; Marton, Klara – Child Language Teaching and Therapy, 2014
This study examined the influence of phonotactic probability on word recognition in English-speaking toddlers. Typically developing toddlers completed a preferential looking paradigm using familiar words, which consisted of either high or low phonotactic probability sound sequences. The participants' looking behavior was recorded in response to…
Descriptors: Toddlers, Language Acquisition, English, Word Recognition
Peer reviewed Peer reviewed
Direct linkDirect link
Friberg, Jennifer C. – Child Language Teaching and Therapy, 2010
Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were…
Descriptors: Test Selection, Language Impairments, Test Validity, Psychometrics