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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is comprised of eight component interventions targeting malleable language and...
This article looks closely at two types of errors children have been shown to make with universal quantification-Exhaustive Pairing (EP) errors and Underexhaustive errors-and asks whether they reflect the same underlying phenomenon. In a...
The present study explored the types and frequency of literate language features in children’s narratives, and the relation of literate language and proper character introduction to children’s oral language skills in a sample of 184...
Children 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...
In the context of the critical need to support children’s early language development, teacher knowledge may enhance children’s opportunities to build linguistic skills. In this study we explored how early childhood teachers’ (n = 86)...
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
