Tag Archives: preschool

Examining the Classification Accuracy of a Vocabulary Screening Measure With Preschool Children

This study investigated the classification accuracy of the Dynamic Indicators of Vocabulary Skills (DIVS) as a preschool vocabulary screening measure. With a sample of 240 preschoolers, fall and winter DIVS scores were used to predict year-end vocabulary risk using the … Continue reading

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Redefining Individual Growth and Development Indicators

The authors noted that development of early literacy skills during the preschool years is associated with improved reading outcomes in later grades. One of these skill areas, phonological awareness, shows particular importance because of its strong link to later reading … Continue reading

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Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education

The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological awareness, alphabet knowledge); the primary interest was to determine … Continue reading

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Developing Feasible and Effective School-Based Interventions for Children With ASD – A Case Study of the Iterative Development Process

The authors note that despite an emphasis on identifying evidence-based practices among researchers and using evidence-based practices among professionals in the field of education, there are still problems with uptake and implementation in real-world settings. The authors suggest that lack … Continue reading

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Utility of a Language Screening Measure for Predicting Risk for Language Impairment in Bilinguals

This study evaluated the accuracy of an experimental version of the Bilingual English Spanish Oral Screener (BESOS) for predicting the long-term risk for language impairment (LI) for a matched group of preschool-aged Spanish–English bilingual children with and without LI. The … Continue reading

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Emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter

The authors sought to assess the relation between emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter (CWS) and those who do not (CWNS), and reported CWS were significantly more likely to exhibit emotion … Continue reading

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Slow speech rate effects on stuttering preschoolers with disordered phonology

The author reported this study of the differential effects of clinicians’ slow speech rate model on three- and four-year-old children’s articulation rate and fluency corroborated findings that stuttering children who rate-entrained, even by about two to three phones per second, … Continue reading

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