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Inferential comprehension difficulties in young children, making the invisible visible
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- Author(s) / Creator(s)
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SSHRC IDG awarded 2024: Inferential comprehension difficulties of young children are often invisible, may significantly impact children’s ability to engage with others or with learning content, and/or be misinterpreted as behavioral issues. This research project aims to (1) explore WHY young children with Developmental Language Disorders (DLD) and on the autism spectrum show inferential comprehension difficulties, drawing from a theoretical model (including linguistic and cognitive predictors), and (2) investigate HOW these difficulties impact their daily life functioning, in order to make the invisible visible and provide the opportunity for vital support for this essential skill. Knowledge mobilization activities will include 2 peer-reviewed publications, conference presentations, an article in The Conversation, participation in podcasts, the creation of YouTube videos, and updating of a one-day training program on language comprehension assessment and intervention.
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- Date created
- 2024-02-01
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- Subjects / Keywords
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- Insight Development Grant
- SSHRC
- IDG
- Communication Sciences and Disorders
- Comprehension
- Listening
- Inferential
- Inference
- Oral Language
- Functional Impacts
- Developmental Language Disorders
- Autism
- Theory of Mind
- Receptive Vocabulary
- Narrative
- Communicative-Participation
- Education
- Special Education
- Linguistics
- Semantics
- Educational Psychology
- Communication
- Children
- Western Canada
- Canada
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- Type of Item
- Research Material
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- License
- ©️Filiatrault-Veilleux, Pamela. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2028.