These findings suggest that children with language impairment may benefit from simple non-evocative, explicit referencing strategies that can be easily incorporated into the context of storybook reading during language therapy, thus providing speech-language pathologists with an additional tool for facilitating children's literacy skills.
The findings demonstrate the potential impact of robust vocabulary instruction for facilitating vocabulary development in children with below average vocabulary skills. Analysis of the results indicates that the use of the African American book was not a potent influence in facilitating retention of words.
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