Most evidence concerning cross-linguistic variation in noun bias, the preponderance of nouns in early expressive lexicons (Gentner, 1982), has come from comparisons of monolingual children acquiring different languages. Such designs are susceptible to a number of potential confounders, including group differences in developmental level and sociodemographic characteristics. The aim of this study...

A delay in expressive language in children with Down Syndrome (DS) is common, and often a major challenge of the condition. This study aimed to investigate the early expressive vocabulary skills of Maltese children with DS, whose first languages were either Maltese or English, while taking into account chronological age. Language preference was further explored in the context of a bilingual env...

The present study investigated the effects of lexical age of acquisition (AoA), phonological complexity, age and expressive vocabulary on spoken word variability and accuracy in typically developing infants, aged 1;9-3;1. It was hypothesized that later-acquired words and those with more complex speech sounds would be produced more variably and less accurately than earlier-acquired words and tho...

Word and nonword identification skills were examined in a sample of 80 elementary school age students with mild intellectual disabilities and mixed etiologies who were described as struggling to learn to read by their teachers. Performance on measures of receptive and expressive vocabulary, measures of phonological awareness, and measures of word and nonword identification were included for ana...

It was recently proved that a sound and complete qualitative simulator does not exist, that is, as long as the input-output vocabulary of the state-of-the-art QSIM algorithm is used, there will always be input models which cause any simulator with a coverage guarantee to make spurious predictions in its output. In this paper, we examine whether a meaningfully expressive restriction of this voca...

Robust vocabulary instruction is an important part of comprehensive English language arts (ELA) instruction. Vocabulary supports students in learning the meaning words to build a receptive that they can rely on comprehend read and hear. Many with significant cognitive disabilities (SCD) complex communication needs (CCN) struggle or understand grade-level words, concepts, texts. Explicit play ro...

This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, ...

To what extent do toddlers have shared vocabularies? We examined CDI data collected from 14,607 infants and toddlers in five countries and measured the amount of variability between individual lexicons during development for both comprehension and production. Early lexicons are highly overlapping. However, beyond 100 words, toddlers share more words with other toddlers in comprehension than in ...

Children with selective mutism (SM) display a failure to speak in select situations despite speaking when comfortable. The purpose of this study was to obtain valid assessments of receptive and expressive language in 33 children (ages 5 to 12) with SM. Because some children with SM will speak to parents but not a professional, another purpose was to explore the efficacy of employing parents to ...