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  Subjects -> DISABILITY (Total: 103 journals)
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Topics in Language Disorders
Journal Prestige (SJR): 0.442
Citation Impact (citeScore): 1
Number of Followers: 14  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0271-8294 - ISSN (Online) 1550-3259
Published by LWW Wolters Kluwer Homepage  [330 journals]
  • Advances in Vocabulary Instruction: Can We Bridge the Word Gap'

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      Abstract: No abstract available
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
  • Advances in Vocabulary Instruction: Can We Bridge the Word Gap'

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      Abstract: No abstract available
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
  • Incidental Word Learning Through Multiple Media: A Case for Synergy

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      Authors: Neuman; Susan B.; Kaefer, Tanya; Pinkham, Ashley
      Abstract: imageYoung children seem to pick up words quickly, almost effortlessly, through various media in the early years. Studies have shown that storybooks, TV, screen media, and ebooks can all be sources for incidental word learning without formal instruction. Yet, typically, research has investigated learning from a single medium in isolation or in comparison with another. In this article, we describe the potential for synergy—the combined use of multiple media platforms—and how the various symbol systems of these different media may support incidental word learning. We review recent eye-tracking studies that explore the formal features of a medium, its affordances and constraints, and suggest how multiple media might extend word-learning gains beyond those from a single medium alone. The article describes a theoretical mechanism to explain how these benefits might arise for word learning as well as implications for further research.
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
  • Engaging, Explicit, and Elaborated: An Initial Trial of Media-Enhanced
           Preschool Vocabulary Instruction

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      Authors: Phillips; Beth M.; Oliver, Felesa; Willis, Karli B.
      Abstract: imageChildren from backgrounds of poverty often lag behind more advantaged peers in early language skills, including breadth and depth of vocabulary knowledge. We report the results of a pilot study of an explicit and elaborated vocabulary intervention in preschool classrooms serving children from lower-income backgrounds. The intervention used multimodal instruction, including segments from public television children's programs and interactive games, to build children's knowledge of and semantic connections for 128 words across 18 weeks of daily lessons. Within 39 classrooms representing childcare, Head Start, and public prekindergarten settings, 192 preschool-age children (M = 52.10 months) participated in structured lessons and extension activities delivered by teachers and aides. Within-child comparisons of growth for taught target words versus matched untaught words revealed that children grew on all words but demonstrated significantly greater growth for taught words. Results support the value of elaborated and explicit vocabulary instruction and the role of visual media as contexts for preschooler's word learning.
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
  • Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention:
           Variation Across Settings and Strategies

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      Authors: Hadley; Elizabeth Burke; Scott, Molly; Foster, Matthew E.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick
      Abstract: imageThis study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers.
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
  • Teacher–Child Conversations in Preschool: Insights Into How Teacher
           Feedback Supports Language Development

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      Authors: Hindman; Annemarie H.; Farrow, JeanMarie; Wasik, Barbara A.
      Abstract: imageBack-and-forth conversations with adults are critical for developing children's language, and, therefore, an important part of the early childhood classroom learning environment; however, the specific nature of teacher feedback, one component of teacher–child conversations, on child language has not been widely studied. This article examined preschool teacher–child conversations during interactive book reading. We coded and analyzed the frequency and content of teacher talk, including feedback, among 20 teachers (11 who participated in a language and literacy intervention; 9 in business-as-usual instruction). Findings revealed that, particularly when teachers were guided on how to initiate and sustain intentional conversations, more conversations took place and were associated with higher overall classroom quality on a commonly used global assessment (the Classroom Assessment Scoring System); likewise, more teacher feedback occurred in intervention classrooms. The frequency of teacher feedback was uniquely linked to children's vocabulary learning on standardized measures beyond the effects of global classroom quality. Findings support the importance of understanding and supporting teacher feedback as an essential part of classroom conversations.
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
  • Long-Term Effects of Kindergarten Vocabulary Instruction and Intervention
           on Target Vocabulary Knowledge Through Second Grade

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      Authors: Coyne; Michael D.; McCoach, D. Betsy; Loftus-Rattan, Susan M.; Baker, Doris L.; Ware, Sharon M.
      Abstract: imageWe evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were randomly assigned in clusters to either a control group that received only classroom vocabulary instruction or a treatment group that received the classroom instruction plus small-group supplemental intervention. We also identified a group of not-at-risk students who received classroom vocabulary instruction as a reference group. Analyses using multilevel modeling indicated that students in the treatment group continued to outperform students in the control group on measures of expressive and receptive knowledge of words taught during the intervention through the winter of second grade, almost 2 years after the end of the intervention. Although long-term effects of the intervention on target word learning in second grade were substantial and meaningful, there was some deterioration of intervention effects across time. There were no effects of the kindergarten intervention on general vocabulary knowledge at posttest or any follow-up points. Findings suggest that the effects of direct and extended vocabulary instruction and intervention are generally durable and sustain over time for taught words.
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
  • Continuing Education Instructions and Questions

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      Abstract: imageNo abstract available
      PubDate: Sat, 01 Oct 2022 00:00:00 GMT-
       
 
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