Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers

Babayiʇit, Selma; Blackwell, Anna K.M.; Blackwell, A.K.M; Harding, Sam; Babayigit, Selma; Roulstone, Sue

doi:10.1177/1525740114540202

All Outputs (6)

The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis (2014)
Journal Article

© 2014, Springer Science+Business Media Dordrecht. This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word rea... Read More about The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis.

The dimensions of written expression: Language group and gender differences (2014)
Journal Article

© 2014. This study compared the written expression of 159 English-speaking first (L1) and second language (L2) learners (Mage=9; 7 years, SD=3.63 months) in England The L1 learners outperformed their L2 peers on the four dimensions of written express... Read More about The dimensions of written expression: Language group and gender differences.

Correlates of early reading comprehension skills: A componential analysis (2014)
Journal Article

This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early readi... Read More about Correlates of early reading comprehension skills: A componential analysis.

The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language (2014)
Journal Article

The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted i... Read More about The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language.

Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2) (2014)
Journal Article

The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participat... Read More about Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2).

Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers (2014)
Journal Article

© 2014 Hammill Institute on Disabilities. The importance of parent-child interaction (PCI) for language development has been well established. This has led many speech and language therapy (SLT) interventions to focus on modifying PCI as a means to i... Read More about Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers.