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The influence of the temporal characteristics of events on adults' and children's pronoun resolution
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Assessment of inference making in children using comprehension questions and story retelling:Effect of text modality and story presentation format
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The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics
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The relations between morphological awareness and reading comprehension in beginner readers through to young adolescents
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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition:The Roles of Iconicity and Engagement
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The effect of prompts on the shared reading interactions of parents and children with Down syndrome
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Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement
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In: J Autism Dev Disord (2020)
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The Process and Product of Coherence Monitoring in Young Readers: Effects of Reader and Text Characteristics
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In: Sci Stud Read (2020)
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Going beyond children’s single-text comprehension:The role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension
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The role of memory and language ability in children’s production of two-clause sentences containing before and after
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Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade
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Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children
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Children’s problems with inference making: causes and consequences
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Understanding the semantic functions of but in middle childhood:the role of text- and sentence-level comprehension abilities
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Access to opportunities for bilingualism for individuals with developmental disabilities:key informant interviews
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A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
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Pesco, Diane; MacLeod, Andrea A A N; Kay-Raining Bird, Elizabeth; Cleave, Patricia; Trudeau, Natacha; de Valenzuela, Julia Scherba; Cain, Kate; Marinova-Todd, Stefka H; Colozzo, Paola; Stahl, Hillary; Segers, Eliane; Verhoeven, Ludo. - 2016
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Abstract:
This review of special education and language-in-education policies at six sites in four countries (Canada, United States, United Kingdom, and Netherlands) aimed to determine the opportunities for bilingualism provided at school for children with developmental disabilities (DD). While research has demonstrated that children with DD are capable of learning more than one language (see Kay Raining Bird, Genesee, & Verhoeven, this issue), it was not clear whether recent policies reflect these findings. The review, conducted using the same protocol across sites, showed that special education policies rarely addressed second language learning explicitly. However, at all sites, the policies favoured inclusion and educational planning based on individual needs, and thus implied that students with DD would have opportunities for second language learning. The language-in-education policies occasionally specified the support individuals with special needs would receive. At some sites, policies and educational options provided little support for minority languages, a factor that could contribute to subtractive bilingualism. At others, we found stronger support for minority languages and optional majority languages: conditions that could be more conducive to additive bilingualism.
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URL: https://eprints.lancs.ac.uk/id/eprint/82770/2/DD_Biling_Policy_Review.pdf
https://doi.org/10.1016/j.jcomdis.2016.05.008
https://eprints.lancs.ac.uk/id/eprint/82770/
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