LaVae M. Hoffman

Sensitivity to Increased Task Demands: Contributions from Data-Driven and Conceptually Driven Information Processing Deficits.

This article explores evidence related to the idea that children with language impairments present co-occurring limitations in data-driven and conceptually driven processing. Data-driven processing (also referred to as bottom-up processing) concerns the way auditory and visual information is receive

The Role of Relational and Instructional Classroom Supports in the Language Development of At-Risk Preschoolers

The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with childrens language development and whether these associations vary as a function of childrens language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on childrens expressive language development were moderated by childrens fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy.