Children's Expressive Language Research Articles

The Efforts to improve Children's Expressive Language Ability through Picture Book Media (Big Book)

The golden age or period for early childhood (0-6 years) is a period where children experience very rapid growth and development, which then at the age of 4-6 years is a period where they take formal education such as Kindergarten. This period is a good time to develop language skills, physical, emotional, social, discipline and all the abilities of the child. In addition, family also plays an important role in the development of the children’s potential and growth. One of the important aspects in the growth and development of children is language skills, as the language is a means of communication with parents, teachers, and peers who are their present social environment. Children at this age cannot be separated from their parents or family as the children initially learn language from adult examples. At an early age, problems often occur because sometimes children cannot speak clearly and firmly which is caused by the slow development of children in language due to the lack of stimulus provided. Therefore, this study aims to improve expressive language skills of early childhood through the media of the Picture Book (Big Book).

EFEKTIVITAS METODE PEMBELAJARAN READ ALOUD DENGAN MEDIA BUKU CERITA GAMBAR SERI UNTUK MENINGKATKAN KEMAMPUAN BERBAHASA RESEPTIF DAN EKSPRESIF PADA ANAK USIA DINI

Penelitian ini bertujuan untuk melakukan kajian empiris guna mengetahui perbedaan keefektifan antara metode pembelajaran read aloud berbasis media gambar seri dengan metode lain yang biasanya digunakan oleh guru untuk meningkatkan kemampuan berbahasa reseptif pada anak usia dini. Jenis penelitian ini menggunakan rancangan eksperimen nonequivalent control group dengan pendekatan kuantitatif. Variabel dalam penelitian ini terdiri dari satu variabel bebas dan dua variabel tak bebas. Variabel bebas dalam penelitian ini adalah metode pembelajaran read aloud dengan media cerita gambar seri (X), sedangkan variabel tak bebas dalam penelitian adalah kemampuan bahasa ekspresif (Y1) dan kemampuan berbahasa ekspresif (Y2). Hasil penelitian menunjukkan bahwa (1) Metode pembelajaran read aloud dengan media cerita gambar seri lebih efektif dibandingkan metode pembelajaran yang biasa digunakan oleh guru untuk meningkatkan kemampuan berbahasa reseptif pada anak usia dini, secara statistik nilai Fhitung =5.766 dengan tingkat signifikan p = 0.022 lebih kecil dari 5%; (2) Metode pembelajaran read aloud dengan media cerita gambar seri lebih efektif dibandingkan metode pembelajaran yang biasa digunakan oleh guru untuk meningkatkan kemampuan berbahasa ekspresif pada anak usia dini, secara statistik nilai Fhitung = 1.028 tingkat signifikan p = 0.012 lebih kecil dari 5%. Pada hasil studi ini dapat memberikan wawasan serta inovasi baru dalam keefektifan pemeblajaran metode read aloud pada kegiatan bercerita gambar seri bermanfaat untuk mengembangkan kemampuan berbahasa reseptif dan ekspresif anak

Türkiye'de Çocukluk Çağı Dil Bozukluğuna İlişkin Toplumsal Farkındalık: Betimsel Çalışma

Objective: Childhood language impairment (CLI), also known as developmental language disorder, adversely affects children's expressive and/or receptive language development. Although relatively significant action has been taken to raise public awareness about other developmental disorders in Turkey, limited attention has been paid to CLI. Moreover, no previous study has been conducted about awareness of the Turkish population about CLI. Material and Methods: We carried out the Turkish version of a survey developed by Working Group 3 of COST Action IS1406 to estimate public awareness of CLI regarding its nature, causes and the problems associated with it. Data were collected in the form of face-to-face interviews. The sample included 87 participants from socio-economically diverse districts of İstanbul, Turkey, determined on the basis of the Human Development Index. Results: A significantly lower number of the participants reported having heard of CLI compared to autism, attention-deficit/hyperactivity disorder and speech disorder. Another finding was that women with children reported having heard of CLI significantly more than those without children. It was also observed that the participants had inadequate knowledge of the problems that individuals with CLI have and of its causes. Conclusion: The current findings highlight the need to take more action to raise public awareness about CLI in Turkey.

Strategi Perkembangan dan Indikator Pencapaian Bahasa Reseptif dan Bahasa Ekspresif pada Anak Usia Dini

This study aims to determine language development strategies and indicators of achievement of receptive and expressive language in early childhood. This type of research is qualitative descriptive research, research using literature study research methods or literature study. Studying literature in this study, researchers used various written sources, namely, books, articles, journals and various documents that were relevant to the issues studied. There are several languages that must be developed in children, some of which are receptive language and expressive language. Receptive language is related to the ability to distinguish meaningful and meaningless sounds, receptive language is the ability to listen and read. Children's expressive language is the ability to express language verbally and non-verbally. From the research results, there are several strategies to help the development of receptive language, namely: (1) Storytelling activities; (2) Flashcards; (3) Language games (rehearse words, listen-do, listen-guess, whisper chain and tell stories). And some strategies to help children's expressive language development are: (1) Finger Puppet Play; (2) Role Playing.

Patterns of maternal interactive behaviors and dual vocabulary development in Mexican American children.

Children learn the words of their native language(s) from interactions with their caregivers. Although previous research has found that the language children hear during those interactions predicts vocabulary outcomes, few studies have investigated how qualitative features of social interactions work together to affect children's vocabulary development, particularly for underresourced, language minoritized children. This study examined patterns of maternal interactive behaviors during toddlerhood in relation to children's later Spanish and English vocabulary development among 318 low-income, Mexican American families. Five maternal behaviors (acknowledging, elaborating, gaze, vocal appropriateness, and overriding) were coded from video recordings at age 24 months. At 36 and 54 months, child expressive vocabulary was assessed in both English and Spanish. Latent class analysis identified five distinct patterns of maternal interactive behaviors, which differentially supported or compromised child expressive language in English and Spanish. Implications of these findings for better understanding the role of caregiver interactions in dual language vocabulary development are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Objectively measured teacher and preschooler vocalizations: Phonemic diversity is associated with language abilities.

Over half of US children are enrolled in preschools, where the quantity and quality of language input from teachers are likely to affect children's language development. Leveraging repeated objective measurements, we examined the rate per minute and phonemic diversity of child and teacher speech-related vocalizations in preschool classrooms and their association with children's end-of-year receptive and expressive language abilities measured with the Preschool Language Scales (PLS-5). Phonemic diversity was computed as the number of unique consonants and vowels in a speech-related vocalization. We observed three successive cohorts of 2.5-3.5-year-old children enrolled in an oral language classroom that included children with and without hearing loss (N=29, 16 girls, 14 Hispanic). Vocalization data were collected using child-worn audio recorders over 34 observations spanning three successive school years, yielding 21.53 mean hours of audio recording per child. The rate of teacher vocalizations positively predicted the rate of children's speech-related vocalizations while the phonemic diversity of teacher vocalizations positively predicted the phonemic diversity of children's speech-related vocalizations. The phonemic diversity of children's speech-related vocalizations was a stronger predictor of end-of-year language abilities than the rate of children's speech-related vocalizations. Mediation analyses indicated that the phonemic diversity of teacher vocalizations was associated with children's receptive and expressive language abilities to the extent that it influenced the phonemic diversity of children's own speech-related vocalizations. The results suggest that qualitatively richer language input expands the phonemic diversity of children's speech, which in turn is associated with language abilities.

The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

Associations between child theory of mind, mutuality in father‐preschooler dyads, and household chaos

AbstractEarly theory of mind development is influenced by a variety of experiences and contexts. Social interactions with parents and others are important for developing a theory of mind, but these social processes may be disrupted by aspects of the proximal home environment. The current study observed father‐child dyadic mutuality (a construct representing responsiveness, reciprocity, and cooperation during a structured interaction) and its associations with child theory of mind and household chaos in a sample of fathers and their 3‐ to 5‐year‐old children (N = 88 dyads). Dyadic mutuality was coded from videotaped structured tasks, household chaos was self‐reported by fathers through a questionnaire, and child theory of mind was measured through behavioral tasks. Measures of child expressive language ability, child executive function, and family socioeconomic status are included as covariates. Results show no main effect of either dyadic mutuality or household chaos on child theory of mind, but that the association between dyadic mutuality and child theory of mind was moderated by household chaos, whereby the association between higher observed dyadic mutuality and better child theory of mind abilities was evident only at low and mean levels of chaos. Findings suggest that higher levels of household chaos may disturb the beneficial social interactions between parents and children that influence theory of mind development. Additional contextual variables and processes are discussed.

A randomized controlled trial testing the efficacy of a Nurse Home Visiting Program for Pregnant Adolescents

To test the efficacy of a nurse home visiting program (HVP) on child development, maternal and environmental outcomes in the first years of life. We conducted a randomized controlled trial to test the efficacy of Primeiros Laços, a nurse HVP for adolescent mothers living in a poor urban area of São Paulo, Brazil. Eighty adolescent mothers were included and randomized to receive either Primeiros Laços (intervention group, n = 40) or healthcare as usual (control group, n = 40). Primeiros Laços is a home visiting intervention delivered by trained nurses that starts during the first 16 weeks of pregnancy and continues to the child’s age of 24 months. Participants were assessed by blind interviewers at 8–16 weeks of pregnancy (baseline), 30 weeks of pregnancy, and 3, 6, 12, and 24 months of child’s age. We assessed oscillatory power in the mid-range alpha frequency via electroencephalography when the children were aged 6 months. Child development was measured by the Bayley Scales of Infant Development Third Edition (BSID-III). Weight and length were measured by trained professionals and anthropometric indexes were calculated. The home environment and maternal interaction with the child was measured by the Home Observation and Measurement of the Environment. Generalized estimating equation models were used to examine intervention effects on the trajectories of outcomes. Standardized effect sizes (Cohen’s d) were calculated using marginal means from endpoint assessments of all outcomes. The trial was registered at clinicaltrial.gov: NCT02807818. Our analyses showed significant positive effects of the intervention on child expressive language development (coefficient = 0.89, 95% CI [0.18, 1.61], p = 0.014), maternal emotional/verbal responsivity (coefficient = 0.97, 95% CI [0.37, 1.58], p = 0.002), and opportunities for variety in daily stimulation (coefficient = 0.37, 95% CI [0.09, 0.66], p = 0.009). Standardized effect sizes of the intervention were small to moderate. Primeiros Laços is a promising intervention to promote child development and to improve the home environment of low-income adolescent mothers. However, considering the limitations of our study, future studies should be conducted to assess Primeiros Laços potential to benefit this population.Clinical Trial Registration: The study was registered at clinicaltrial.gov (Registration date: 21/06/2016 and Registration number: NCT02807818).

Maternal mind-mindedness and communicative functions in free-play and mealtime contexts: Stability, continuity and relations with child language at 16 months

The present study aimed at investigating the contextual stability, the contextual continuity and the concurrent associations between maternal measures (general language, communicative functions and mind-mindedness) and child measures (total number of word types and tokens) in two different contexts, free-play and mealtime. To this purpose, the interactions occurring between 25 mothers and their 16-month-old children in each context were video-recorded, transcribed and later coded for the selected measures. Significant contextual stability was observed in the mothers' production of general language measures (total number of utterances, total number of words and MLU), in the children's production of word types and tokens, and in some communicative functions (Tutorial, Control and Asynchronous). No contextual stability was found for the mothers' production of attuned mind-related comments. For continuity, both mothers and children produced more utterances and words in the free-play than in the mealtime context; the production of attuned mind-related comments and the use of the Control function were also more frequent in the free-play context. Lastly, the analysis of the concurrent correlations indicated that, especially in the mealtime context, the number of words produced by children was positively associated with the number of words produced by mothers and by their use of the Tutorial and Didactic functions, but negatively associated with their use of the Control function. The mothers' production of attuned mind-related comments bore no relation with children's expressive language. Similarities and differences with previous findings are discussed.

Development Of Animation Based Quiz Media Themes Of Animals To Improve Expressive Language Skills

The use of media that is still low at the level of children's expressive language skills makes researchers create media that aims to improve graphic language skills of children 4-5 years old by making magazines as children's worksheets. The research method used is by using research and development methods with data collection techniques through data collection, product design, and produce results which are then processed into data which is then analyzed. Based on the study results, the expressive language skills of the students of Play Group PAUD Harapan Bangsa Cirebon Regency after the trial showed an increase of 22.50% with the outcome of 78.50%, namely in the very well developed category. Animated animal-themed quiz game contains animations (moving pictures), including sub-themes of animal types, animal characteristics, and animal food. Therefore, creating an animated quiz media based on animal themes can improve the expressive language skills of early childhood.

Age-related language performance and device use in children with very early bilateral cochlear implantation

ObjectivesPaediatric cochlear implantation within the first year of life results in better outcome in auditory and language skills. Beside individual, audiological and social factors, quantity and quality of daily cochlear implant (CI) use also seem to be an influencing factor. The purpose of this study was to evaluate children's early receptive and expressive language performance considering bilingual language development as well as quantity and quality of daily CI use and intraoperative objective measurements. MethodsThe retrospective analysis included data from 35 very early bilaterally cochlear-implanted children (age at CI M = 8.4 ± 1.5 months). Language performance was assessed by the German standardised test SETK-2 (age at testing M = 29.4 ± 4.0 months). The CI system-integrated data-logging was analysed with regard to daily CoilOn-time, CoilOff and exposure to classified listening scenes. Intraoperatively measured thresholds of evoked compound action potentials (T-ECAPs) were analysed to ensure CI functionality. ResultsThe cohort showed language performance within the normal range for word comprehension, sentence comprehension and word production, level of sentence production was reduced. Overall, bilingual children performed less well than monolingual children. Intraoperative T-ECAPs were recorded for the total cohort and no anomalies were detected. Children used their CI for about 8.7 ± 1.4 h per day, most of this time spent in a quiet environment (38%). Word production was significantly correlated with the daily duration of CI use (CoilOn-time) and with exposure to the listening environment Speech. No correlation was found between number of daily coil disconnections (CoilOff) and language performance. ConclusionVery early bilateral cochlear implantation may result in age-appropriate language skills already at the age of 2 years. Monolingualism seems to a better condition for early language development with CI than bilingualism. Especially for word production, the daily duration of CI use and exposure time in a speech-characterised environment seem to be additional positive factors. Monitoring the data-logs should be one important focus of professionals during the postoperative rehabilitation process to detect potential benefits and risks. These findings should be integrated into rehabilitative therapy and parent counselling.

Identifying Childhood Expressive Language Features That Best Predict Adult Language and Communication Outcome in Individuals With Autism Spectrum Disorder.

Purpose Several studies have reported that "useful speech" at 5 years of age predicts outcomes in individuals with autism spectrum disorder (ASD), but this skill has been vaguely defined. This study investigates which specific aspects of expressive language in children with ASD best predict adult language and communication outcomes. Method Language samples from 29 children (ages 47-72 months) enrolled in a longitudinal project (e.g., Lord et al., 2006) were transcribed and coded for spoken language features. Hierarchical linear regression was used to compare the following childhood variables as predictors of adult language and communication outcomes: noun diversity, verb diversity, mean length of utterance, and proportion of utterances that were socially motivated. Results Childhood verb diversity was a value-added predictor of all four adult outcome measures (i.e., verbal IQ, Autism Diagnostic Observation Schedule Communication + Social Interaction Algorithm totals, Peabody Picture Vocabulary Test scores, and Vineland Adaptive Behavior Scales Communication Domain scores), while noun diversity and proportion of utterances that were socially motivated were not value-added predictors of any adult outcome measures. In a second set of regression analyses, mean length of utterance was substituted for verb diversity and was a value-added predictor of two out of four adult outcome measures (i.e., verbal IQ and Vineland Adaptive Behavior Scales Communication Domain scores). The pattern of findings for the other predictors remained the same as in the previous analyses. Conclusion These results have implications for our understanding of early language in ASD and for clinical decision making in early childhood.

Implementation of Early Intervention with Family Resourced to Improve Development of Expressive Language in Children with Cerebral Palsy

The purpose of this study was to determine the implementation of early intervention with family resources to improve expressive language development in children with cerebral palsy. Early intervention with family resources is carried out on children with cerebral palsy who have problems in the development of their expressive language, so the communication method used is augmentation using alternative and augmentative communication tools called ASIK (I'm Ready to Communicate). This research method uses experiments, starting from modelling, transfer by parents, so that parents can independently intervene with their children. The results showed that children can express their desires by showing pictures that are in accordance with the wishes of their parents, so that parents can understand what their children want. Based on these results, the implementation of early intervention with family resources using ASIK communication tools can improve the development of expressive language in children with cerebral palsy.

Speaking of State of Mind: Maternal Mental Health Predicts Children's Home Language Environment and Expressive Language.

Maternal depression and anxiety are potential risk factors to children's language environments and development. Though existing work has examined relations between these constructs, further work is needed accounting for both depression and anxiety and using more direct measures of the home language environment and children's language development. We examined 265 mother-infant dyads (49.6% female, Mage = 17.03 months) from a large city in the Western United States to explore the relations between self-reports of maternal depression and anxiety and observational indices of the home language environment and expressive language as captured by Language Environment Analysis (LENA) and parent-reported language comprehension and production. Results revealed maternal depressive symptoms to be negatively associated with home language environment and expressive language indices. Maternal anxiety symptoms were found to be negatively associated with children's parent-reported language production. These findings provide further evidence that maternal mental health modulates children's home language environments and expressive language.

Joint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD.

Social communication interventions benefit children with ASD in early childhood. However, the mechanisms behind such interventions have not been rigorously explored. This study examines the mechanism underlying a naturalistic developmental behavioral intervention, JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation), delivered by educators in the community. Specifically, the analyses focus on the mediating effect of joint engagement on children's initiations of joint attention (IJA) skills and whether IJA postintervention are associated with later gains in children's receptive and expressive language. One hundred seventy-nine children, age 2-5years, were randomized to immediate JASPER treatment or waitlist (treatment as usual) control. Independent assessors blinded to time and treatment coded children's time jointly engaged and IJA during a 10-min teacher-child interaction at baseline, exit, and follow-up. Age-equivalent receptive and expressive language scores from the Mullen Scales of Early Learning were collected at baseline and follow-up. Mediation analyses with linear mixed models were used to explore the potential mediating effect of joint engagement on IJA. Joint engagement significantly mediated 69% of the intervention effect on young children's IJA and IJA predicted improvements in standardized language scores. Small but sustained changes in child-initiated joint engagement improved IJA, a core challenge in children with ASD, which in turn led to improvements in language.

الخصائص السیکومتریة لمقیاس مهارات اللغة التعبیریة لدى عینة من الأطفال ذوى إضطراب طیف التوحد

يهدف البحث الحالى إلى بناء مقياس لقياس اللغة التعبيرية لدى الأطفال ذوى إضطراب طيف التوحد و التحقق من الخصائص السيکومترية له ، حيث قامت الباحثة بالإطلاع على الدراسات العربية و الأجنبية التى تناولت اللغة التعبيرية لدى الأطفال ذوى إضطراب طيف التوحد و المقاييس الخاصة باللغة ، و فى ضوء ذلک تمکنت الباحثة من بناء مقياس اللغة التعبيرية للأطفال ذوى إضطراب طيف التوحد ، حيث إشتمل المقياس على أربعة أبعاد لقياس اللغة التعبيرية هى ( التسمية ، الطلب ، الترکيب اللغوى ، البراجماتيک ) و قد تبين من المعاملات الإحصائية توافر الخصائص السيکومترية للمقياس من حيث الصدق و الثبات ، و توصى الباحثة ببناء مقياس لقياس الإيکولاليا للأطفال ذوى إضطراب طيف التوحد.الکلمات المفتاحية : الخصائص السيکومترية ، اللغة التعبيرية ، إضطراب طيف التوحد .SummaryThe current research aims to build a measure of expressive language in children with autism spectrum disorder and to verify the psychometric characteristics of it, where the researcher reviewed the Arabic and foreign studies that dealt with the expressive language in children with autism spectrum disorder and the measures of language, and in light of that was able to build a measure of expressive language for children with autism spectrum disorder, where the scale consisted of four dimensions to measure the expressive language (tact , mand , linguistics , pragmatics) . Statistical Transactions showed the availability of the psychometric properties of the scale in terms of validity and stability The researcher recommends building a measure of measure echolalia for children with autism spectrum disorder .

A Comparison of Natural Language Samples Collected From Minimally and Low-Verbal Children and Adolescents With Autism by Parents and Examiners.

Purpose We aimed to compare the speech of parents and examiners as they elicited language samples from minimally and low-verbal (MLV) children and adolescents with autism spectrum disorder (ASD), while following the same semi-structured elicitation protocol, Eliciting Language Samples for Analysis-Adolescents (ELSA-A). We also compared the speech elicited from the MLV children/adolescents by their parents at home and by trained examiners in the lab and assessed the feasibility of parents collecting language samples at home. Method Thirty-three (five female, 28 male) MLV children and adolescents with ASD between the ages of 6;6 and 19;7 (years;months) participated. All participants were administered standardized assessments, and a trained examiner collected an ELSA-A language sample from them in the lab. The parents of 22 of the children/adolescents collected an ELSA-A sample at home. All language samples were transcribed following standard procedures, and measures of expressive language were extracted to assess the quantity of speech, its syntactic complexity, and lexical diversity. At the end of the study, parents filled out a feedback survey about their experiences collecting ELSA-A. Results On average, parents produced twice as much speech as trained examiners during ELSA-A. However, their speech did not differ in syntactic complexity or lexical diversity. When with their parents, the MLV children/adolescents also produced twice as much speech than with trained examiners. In addition, their samples were more lexically diverse. Overall, parents elicited longer language samples but administered fewer of the ELSA-A activities. Nevertheless, the majority of parents rated the experience of collecting language samples at home favorably. Conclusions When parents collect language samples at home, their older MLV children/adolescents with ASD produce more speech and engage in more back-and-forth verbal interactions than when with trained examiners. Because parent-elicited language samples allow for a richer assessment of children's expressive language abilities, future studies should focus on identifying ways to encourage parents to collect data at home.

Investigation of the effects of bilingualism on the development of receptive and expressive language in children in early childhood

Bu arastirmada erken cocukluk doneminde iki dilliligin cocuklarin alici ve ifade edici dil gelisimine etkisinin incelenmesi hedeflenmistir. Arastirma Adiyaman ilinde 2-7 yas araligindaki ikidilli ve tek dilli 120 (60+60) cocuk ile yurutulmustur. Veri toplamada, kisisel bilgi formu ve Turkce Erken Dil Gelisim Testi (TEDIL) kullanilmistir. Elde edilen verilerin analizi icin uygun istatistik program kullanilmistir. Arastirma sonucunda; iki dilli ve tek dilli cocuklarin alici ve ifade edici dil becerileri karsilastirilmis ve gruplar arasinda istatistiksel olarak anlamli fark olmadigi sonucuna ulasilmistir. Arastirmada her iki grubun dil gelisimlerine etki edebilecek diger faktorler de ele alinmistir. Bu faktorlerden; yas, cinsiyet, baba egitim duzeyi, kardes sayisi, kardesler arasindaki sira sayisi, okul durumu, kitap okuma sikligi, ekran kullanim suresi acisindan anlamli fark bulunmazken, cocuklarin yasadigi yer, anne egitim durumu, anne ve baba meslegi, aile yapisi, cocukla kitap okuma sikligi, ekran kullanma yasi ve ekrani kiminle kullandigi degiskenleri acisindan iki grup arasinda anlamli fark olustugu belirlenmistir.

The Effect of Reading Activities Using Picture Fairy Tales on the Acceptable and Expressive Language of Children with Hard Intellectual Disability

The Effect of Reading Activities Using Picture Fairy Tales on the Acceptable and Expressive Language of Children with Hard Intellectual Disability