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Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Faculty Research, Scholarly, and Creative Activity
It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10 min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASD n = 20, TYP n = 20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length …
Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño
Book Review: Biliteracy From The Start: Biliteracy Squared In Action, Allison Briceño
Faculty Publications
A review of Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla. (2014). Biliteracy from the Start: Literacy Squared in Action. Philadelphia, PA: Caslon Publishing. 224 pp.