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• Tuesday 9th July
• Wednesday 10th July (morning)
• Wednesday 10th July (afternoon)
• Thursday 11th July (morning)
• Thursday 11th July (afternoon)

• Full list of talk presenters and titles
• Wednesday poster presenters and titles
• Thursday poster presenters and titles

Please be aware that posters will be available to view all day on their chosen day, with viewing times in the morning and afternoon. We recommend that authors include a photo of themselves on the poster and/or a QR code to a short video presentation to help attendees to make contact with you and your work.

All sessions will be held in the Frederick Douglass Centre; room numbers are noted below the theme for each session.

In the interests of sustainability we will not be providing paper copies of the full programme. If you’d like to download and print your own copy of the programme, here’s a .pdf copy for you to do so.

Tuesday 9th July

1.30-2.00	Registration
2.00-2.20	Welcome address: Julie Morris and Rebecca Woods G.06
	Intervention 1 G.06 Chair: Helen Stringer	Concepts 1.17 Chair: Faye Smith	Morphology 2.16 Chair: Elena Nicoladis
2.20-2.45	Rodgers et al: Dosage specifications for a new intervention for pre-school children with developmental language disorder and speech sound disorder: insights from research and clinical expertise	Jones et al: Rational inattention: A new theory of neurodivergent information seeking and early individual differences in language development	Nguyen and Pearl: Acquisition of the passive in English-learning children from different socio-economic statuses (SES): A comparison using computational cognitive modeling
2.45-3.10	Frizelle et al: Maximising the benefits of intervention research to support language and communication in children	Ferry et al: Bigger Versus Smaller: Children’s Understanding of Size Comparison Words Becomes More Precise With Age	Tal et al: Agreement marking can benefit child learners
3.10-3.35	Short et al: Dosage factors influencing change in referential and inferential language (RIL) following receipt of Launch to School (L2S): a pre-literacy intervention for preschoolers with communication disorders	Szreder and Duncan: Abstract concept acquisition across domains: the development of emotion and colour categories in 2-year-olds	van Zwet et al: Cross-linguistic influence in the development of grammatical gender in bilingual children
3.35-4.00	Charlton et al: Acceptability and feasibility of Talking 2gether: Collaborative Health Visitor and Early Years Practitioner implementation of an early identification and intervention program	Sinkeviciute: Saying ‘no’: Exploring children’s disagreement, refusal and rejection responses in parent-child and sibling interactions	Riches: A growth curve analysis of the English passive in a dense corpus: what can it tell us about syntactic learning mechanisms?
4.05-5.05	Keynote 1: Helen Stringer G.06, chair Rebecca Woods Maximising the Impact of Speech & Language Therapy for Children with Speech Sound Disorder: The MISLToe_SSD Study and what we learned about the research practice gap
5.05-6.05	Drinks reception Frederick Douglass Centre foyer
6.05-7.05	Watch Party + Zoom Q&A: Jason Rothman 1.17, chair Rebecca Woods The Dynamics and Importance of Individual Differences in Heritage Language Bilingualism: Video

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Wednesday 10th July (morning)

9.00-9.30	Registration
9.30-10.30	Keynote 2: Judy Clegg G.06, chair Vic Knowland How can helping our most vulnerable children to communicate change their lives?
10.30-11.15	Coffee break and posters
	Environment 1.17 Chair: Ghada Khattab	Intervention 2 G.06 Chair: Nikki Botting	Natural History 1 2.16 Chair: Johannes Heim
11.15-11.40	Lester et al: The role of environmental context in shaping teachers’ linguistic input.	Reeves and Botting: Tots Talking: feasibility and effectiveness of a community language intervention for pre-school children	Wehbe: A longitudinal study on the language development of bilingual Arabic-Swedish-speaking children
11.40-12.05	Newbury et al: Cultural perceptions of language development in a population sample of 54-month-old children from Aotearoa New Zealand	Frizelle et al: The feasibility of an online language programme delivered through music and the impact of dosage on vocabulary outcomes in young children with Down Syndrome	Kiss: The Bidirectional Relationship between Theory of Mind and Language in Children
12.05-12.30	Buckler et al: A large-scale study of how accent exposure affects vocabulary development	Jack et al: A randomised controlled trial comparing the efficacy of pre-school language interventions: Building Early Sentences Therapy and an Adapted Derbyshire Language Scheme	Geronikou et al: Kindergarten retention in Greece: Investigating Speech, Language, and Cognitive Skills
12.30-1.20	Lunch and continuing poster session

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Wednesday 10th July (afternoon)

	Assessment 1.17 Chair: Sheena Reilly	Narrative G.06 Chair: Valeria Sinkeviciute	Syntax 2.16 Chair: Rebecca Woods
1.20-1.45	Frizelle et al: The understanding of complex syntax in children from 5 – 9 years, using a novel assessment approach – the Test of Complex Syntax- Electronic (TECS-E)	Bohnacker: Nonword repetition, vocabulary and narrative skills in Arabic/Swedish and Turkish/Swedish-speaking children with and without a diagnosis of DLD	Heim and Wiltschko: The emergence of syntactic structure though the lens of interaction
1.45-2.10	Nardy et al: Continuous, Parallel, and Unsupervised Collection of Data on Social Interactions and Speech at Preschool: Issues and Potentials	Pesco: Storytelling and Story Acting: Impact on Children’s Narrative Skills and Teacher Contributions	Sgrizzi: The developmental advantage of restructuring verbs: a Growing Trees perspective
2.10-2.35	Jeremic et al: Shared book reading with young pre-school children with Down syndrome: exploring parent-child interactions and language boosting behaviours	Nippold: Narrative Discourse in Youth Offenders: Examining Content and Complexity	Alharbi et al: A Profile of Receptive and Expressive Verb Morphology in Arabic-Speaking Children with Developmental Language Disorder
2.35-3.00	Khattab et al: An adaptation of the Arabic Communicative Development Inventory for monitoring early vocabulary development in Palestinian refugee children in Lebanon	Mills and Moore: Adults’ perceptions of Black children’s narrative quality: A mixed methods study	Stoicescu: Sensitivity to telicity with manner-of-motion verbs and complex Goal prepositions in child Romanian
	Lightning talks: SLCN/DLD 1.17 Chair: Margreet Vogelzang	Lightning talks: Multilingualism and SES G.06 Chair: Emma Nguyen	Lightning talks: Sentence Repetition 2.16 Chair: Ben Ambridge
3.00-3.05	Kanu et al: Measuring Conceptual Vocabulary in a Group of Arabic-Speaking Bilingual Children with and Without DLD	Caunt and Abu Zhaya: Multilingual daily routines: variability in the input to infants growing up in London	Ward et al: Sentence Repetition as a Diagnostic Tool for Developmental Language Disorder: A Systematic Review and Meta-Analysis
3.05-3.10	Harvey: Parental Narratives of Diagnosis and Beyond	Cheung et al: Risk factors for early language delay in a minority ethnic, bilingual, socioeconomically deprived population	Polisenska et al: Crosslinguistic nonword repetition: Evidence across diverse language communities
3.10-3.15	Mathers et al: Using co-production to identify priorities for future research in collaborative working to support primary school children with SLCN	Liang et al: Early vocabulary development in multilingual toddlers: input and language interaction	Taylor and Aguado-Orea: Using an Online version of the Sentence Repetition Task to Assess Learning of Verb Number Agreement
3.15-3.20	Hapsari: A Study to Explore the Public Awareness and Knowledge of Developmental Language Disorder in Indonesia	Cahir et al: Strength and language: Investigating associations between Aboriginal children’s language development and resilience in South Australian communities	Sani-Danmallam and Aguado-Orea: An Assessment of Early Bilingual language Acquisition in Multilingual Contexts: A validation of the Sentence Repetition Test
3.20-3.40		Q&A
3.40-4.00	Coffee break and posters
4.00-5.00	Keynote 3: Ben Ambridge G.06, chair Nick Riches Putting the cross into crosslinguistic research: Focusing on the similarities, not the differences (Ben Ambridge, University of Manchester)
6.00-late	Conference dinner and ceilidh

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Thursday 11th July (morning)

9.00-9.15	Registration
	Events in Syntax 1.17 Chair: Rebecca Woods	Parent-Child Interaction G.06 Chair: Judy Clegg	Comprehension 2.16 Chair: Chloë Marshall
9.15-9.40	Liu and Mai: Exclusive focus marking in spontaneous production by Mandarin preschoolers: a multi-level analysis	Ashkenazi et al: Acquiring morphological causativity in Hebrew: evidence from mother-toddler interaction	Shobbrook: Developing oral comprehension in preschool children with language difficulties: an examination of intervention components and their relevance for research and practice
9.40-10.05	Surányi and Gulás: Preschoolers’ comprehension of information structure: New evidence from the effect of sentence-level focus on logical scope	Mao and Pesco: Raising Young Children in Multilingual Montreal: Immigrant Chinese Parents’ Language Choices and Storybook Reading Style	James et al: The educational attainment and wellbeing of children with comprehension weaknesses
10.05-10.30-	Dolscheid (Verlage) and Penke: Visual attention affects children’s production of noun phrases but not transitive sentences	Heim et al: Caregiver modelling and feedback in the context of early questions	Chambers: Bridging the gap between language and behavioural difficulties in adolescents at risk of exclusion
10.30-11.15	Coffee break and posters
	Priming G.06 Chair: Emma Nguyen	Prosody 1.17 Chair: Johannes Heim	Natural History 2 2.16 Chair: Pauline Frizelle
11.15-11.40	Messenger et al: Crosslinguistic priming of syntactic and information structure in bilingual development: Evidence from Polish-English bilingual children	Zhang et al: Mandarin prosodic focus marking by Cantonese trilingual children with and without autism spectrum disorder	Savi-Karayol et al: Language Difficulties in Children and Young People in Care Aged 5 to 14 Years
11.40-12.05	Hao et al: Having, accessing, and uptaking syntactic representation: Priming as a learning index in various child populations	Surányi & Gulás: Prosodic and syntactic focus-marking: Cues and competitions in the acquisition of focus comprehension	Zuniga-Montanez et al: Language skills of young children in the first year after the Covid-19 pandemic
12.05-12.30	Buckle et al: Imitate to accumulate: the relationship between syntactic priming and long-term learning	Tiryakiol et al: Processing of the Verb-Medial Non-canonical Word Order in Monolingual and Heritage Children of Turkish: The Role of Case Markers and Prosody	Almohammadi et al: Language Delay in Young Children in Saudi Arabia: Identifying Key Risk Factors
12.30-1.20	Lunch and posters

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Thursday 11th July (afternoon)

	Behaviour Change G.06 Chair: Cristina McKean	Pragmatics 1.17 Chair: Marilyn Nippold	Literacy 2.16 Chair: Chloë Marshall
1.20-1.45	Ferk-Dornstauder: The Use of Behaviour Change Techniques in Interventions for German-speaking Children with Speech Sound Disorders: Identification and Training	Foster-Cohen et al: The language of inclusion: Co-constructing inter-ability conversations between friends	Frizelle et al: The co-construction of a reading assessment checklist with adults with Down syndrome: a meaningful literacy approach
1.45-2.10	Saulpic: Influence of language-promoting practices on oral syntactic development in French-speaking children aged 3 to 5 years	Neuvonen et al: Lexical strategies in event descriptions between children who use communication aids and their speaking communication partners	Lopukhina et al: Where do children look when watching videos with same-language subtitles?
2.10-2.35	Spicer-Cain and Botting: Early School-Age Language and Communication Outcomes of Children at Increased Likelihood of Communication Difficulties	Pronina et al: Different linguistic and socio-cognitive predictors of pragmatics across modalities in 5–6-year-olds	Triantafyllidou et al: Beyond Words: Investigating Reading Comprehension in English as an Additional Language (EAL)
2.35-3.00	Taha and Dockrell: An exploration of the knowledge, practices, and needs of Arab early years teachers in promoting oral language development	Zhang et al: Iconicity Affects Children’s Production of Adverbial Clauses	Smith et al: Parent-child shared reading between the ages of 7 and 12: patterns, barriers and enablers
3.00-3.30	Coffee and posters
3.30-4.30	Keynote 4: Chloë Marshall G.06, chair Faye Smith Understanding the relationship between language acquisition and working memory development (and why it matters) Keynote: Nikki Botting (City University of London) G.06, chair Vic Knowland Looking more widely: Learning the most about language challenges from different groups of people
4.30-4.45	Closing address G.06

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Full list of talk presenters and titles

Alharbi, Clegg and Öztürk: A Profile of Receptive and Expressive Verb Morphology in Arabic-Speaking Children with Developmental Language Disorder

Almohammadi, Alaslani, Alroqi, Aljhlan, Alsulaiman, Albeeshi, Murad and Alnemary: Language Delay in Young Children in Saudi Arabia: Identifying Key Risk Factors

Ashkenazi, Shisman-Dagan, Ravid and Dattner: Acquiring morphological causativity in Hebrew: evidence from mother-toddler interaction

Bohnacker: Nonword repetition, vocabulary and narrative skills in Arabic/Swedish and Turkish/Swedish-speaking children with and without a diagnosis of DLD

Buckle, Branigan, Lindsay and Messenger: Imitate to accumulate: the relationship between syntactic priming and long-term learning

Buckler, Fung and Johnson: A large-scale study of how accent exposure affects vocabulary development

Cahir, Brown, Reilly, Glover and Gartland: Strength and language: Investigating associations between Aboriginal children’s language development and resilience in South Australian communities. [Lightning]

Caunt and Abu-Zhaya: Multilingual daily routines: variability in the input to infants growing up in London [Lightning]

Chambers: Bridging the gap between language and behavioural difficulties in adolescents at risk of exclusion [Lightning]

Charlton, Armstrong, Jack, Chambers, Baker and McKean: Acceptability and feasibility of Talking 2gether: Collaborative Health Visitor and Early Years Practitioner implementation of an early identification and intervention program

Cheung, Willan, Dickerson and Bowyer-Crane: Risk factors for early language delay in a minority ethnic, bilingual, socioeconomically deprived population [Lightning]

Dolscheid (Verlage) and Penke: Visual attention affects children’s production of noun phrases but not transitive sentences.

Ferk-Dornstauder: The Use of Behaviour Change Techniques in Interventions for German-speaking Children with Speech Sound Disorders: Identification and Training

Ferry, Corcoran, Williams, Curtis, Gale and Twomey: Bigger Versus Smaller: Children’s Understanding of Size Comparison Words Becomes More Precise With Age

Foster-Cohen, Newbury and Macrae: The language of inclusion: Co-constructing inter-ability conversations between friends

Frizelle, Buckley, Biancone, Brown, Fletcher, Bishop and McKean: The understanding of complex syntax in children from 5 – 9 years, using a novel assessment approach – the Test of Complex Syntax- Electronic (TECS-E)

Frizelle, McMullan, Looney, Dahly, O’Toole and Hart: The feasibility of an online language programme delivered through music and the impact of dosage on vocabulary outcomes in young children with Down Syndrome.

Frizelle, Murphy and McKean: Maximising the benefits of intervention research to support language and communication in children.

Frizelle, O’Donovan, Jolley, Martin and Hart: The co-construction of a reading assessment checklist with adults with Down syndrome: a meaningful literacy approach.

Geronikou, Mourgela, Papathanasiou and Theodorou: Kindergarten retention in Greece: Investigating Speech, Language, and Cognitive Skills

Hao, Sturt, Rothman and Chondrogianni: Having, accessing, and uptaking syntactic representation: Priming as a learning index in various child populations

Hapsari: A Study to Explore the Public Awareness and Knowledge of Developmental Language Disorder in Indonesia [Lightning]

Harvey: Insights into DLD: Parental Narratives of Diagnosis and Beyond [Lightning]

Heim, Bala and Sinclair: Caregiver modelling and feedback in the context of early questions

Heim and Wiltschko: The emergence of syntactic structure though the lens of interaction

Jack, McKean, Pert, Stringer, Letts, Armstrong, Ashton, Conn, Trebacz, Sandham, Rose, Rush and Masidlover: A randomised controlled trial comparing the efficacy of pre-school language interventions: Building Early Sentences Therapy and an Adapted Derbyshire Language Scheme

James, Thompson, Bowes and Nation: The educational attainment and wellbeing of children with comprehension weaknesses

Jeremic, Stojanovik, Burgoyne, Buckley and Pagnamenta: Shared book reading with young pre-school children with Down syndrome: exploring parent-child interactions and language boosting behaviours

Jones, Jones, Koldewyn and Westermann: Rational inattention: A new theory of neurodivergent information seeking and early individual differences in language development

Kanu, Serratrice and Stojanovik: Measuring Conceptual Vocabulary in a Group of Arabic-Speaking Bilingual Children with and Without DLD [Lightning]

Khattab, Abdelwahab, Alsiddiqi, Floccia, McKean, Oder and Trebacz: An adaptation of the Arabic Communicative Development Inventory for monitoring early vocabulary development in Palestinian refugee children in Lebanon

Kiss: The Bidirectional Relationship between Theory of Mind and Language in Children

Lester, Twomey and Theakston: The role of environmental context in shaping teachers’ linguistic input.

Liang, Mai, Yip and Wu: Early vocabulary development in multilingual toddlers: input and language interaction [Lightning]

Liu and Mai: Exclusive focus marking in spontaneous production by Mandarin preschoolers: a multi-level analysis

Lopukhina, van Heuven, Crowley and Rastle: Where do children look when watching videos with same-language subtitles?

Mathers, Botting, Moss, Spicer-Cain, Meakings, Hegarty and Ross: Using co-production to identify priorities for future research in collaborative working to support primary school children with SLCN [Lightning]

Mao and Pesco: Raising Young Children in Multilingual Montreal: Immigrant Chinese Parents’ Language Choices and Storybook Reading Style

Messenger, Wesierska, Cieplinska and Serratrice: Crosslinguistic priming of syntactic and information structure in bilingual development: Evidence from Polish-English bilingual children

Mills and Moore: Adults’ perceptions of Black children’s narrative quality: A mixed methods study

Nardy, Chevrot, Bouchet, Dai and Karsai: Continuous, Parallel, and Unsupervised Collection of Data on Social Interactions and Speech at Preschool: Issues and Potentials

Neuvonen, Batorowicz, Launonen, Smith, Walter and von Tetzchner: Lexical strategies in event descriptions between children who use communication aids and their speaking communication partners

Newbury, White, Panther, Meissen, Cook, Cowie and Reese: Cultural perceptions of language development in a population sample of 54-month-old children from Aotearoa New Zealand

Nippold: Narrative Discourse in Youth Offenders: Examining Content and Complexity

Nguyen and Pearl: Acquisition of the passive in English-learning children from different socio-economic statuses (SES): A comparison using computational cognitive modeling

Pesco: Storytelling and Story Acting: Impact on Children’s Narrative Skills and Teacher Contributions

Polisenska, Chan, Kapalkova, Chiat, Chen, Fu, Hamdani, Mengel, Janikova, Kan and Zubakova: Crosslinguistic nonword repetition: Evidence across diverse language communities [Lightning]

Pronina, Bambini, Bischetti, Ahufinger, Del Sette, Esteve-Gibert, Florit-Pons and Lecce: Different linguistic and socio-cognitive predictors of pragmatics across modalities in 5–6-year-olds

Reeves and Botting: Tots Talking: feasibility and effectiveness of a community language intervention for pre-school children.

Riches: A growth curve analysis of the English passive in a dense corpus: what can it tell jus about syntactic learning mechanisms?

Rodgers, Herman, Botting and Harding: Dosage specifications for a new intervention for pre-school children with developmental language disorder and speech sound disorder: insights from research and clinical expertise

Sani-Danmallam and Aguado-Orea: An Assessment of Early Bilingual language Acquisition in Multilingual Contexts: A validation of the Sentence Repetition Test [Lightning]

Saulpic: Influence of language-promoting practices on oral syntactic development in French-speaking children aged 3 to 5 years

Savi-Karayol, Botting and Morgan: Language Difficulties in Children and Young People in Care Aged 5 to 14 Years

Sgrizzi: The developmental advantage of restructuring verbs: a Growing Trees perspective

Shobbrook: Developing oral comprehension in preschool children with language difficulties: an examination of intervention components and their relevance for research and practice

Short, Munro, Descallar and Cusiter: Dosage factors influencing change in referential and inferential language (RIL) following receipt of Launch to School (L2S): a pre-literacy intervention for preschoolers with communication disorders

Sinkeviciute: Saying ‘no’: Exploring children’s disagreement, refusal and rejection responses in parent-child and sibling interactions

Spicer-Cain and Botting: Early School-Age Language and Communication Outcomes of Children at Increased Likelihood of Communication Difficulties

Stoicescu: Sensitivity to telicity with manner-of-motion verbs and complex Goal prepositions in child Romanian

Surányi: Prosodic and syntactic focus-marking: Cues and competitions in the acquisition of focus comprehension

Surányi and Gulás: Preschoolers’ comprehension of information structure: New evidence from the effect of sentence-level focus on logical scope

Szreder and Duncan: Abstract concept acquisition across domains: the development of emotion and colour categories in 2-year-olds.

Tal, Smith and Culbertson: Agreement marking can benefit child learners

Taha and Dockrell: An exploration of the knowledge, practices, and needs of Arab early years teachers in promoting oral language development

Taylor and Aguado-Orea: Using and Online version of the Sentence Repetition Task to Assess Learning of Verb Number Agreement. [Lightning]

Tiryakiol, Bayram, Zidani-Eroglu and Hao: Cue Strength in Predictive Processing in Child Turkish Heritage Speakers: Case vs. Prosody

Triantafyllidou, Vogelzang and Tsimpli: Beyond Words: Investigating Reading Comprehension in English as an Additional Language (EAL)

Ward, Polisenska and Bannard: Sentence Repetition as a Diagnostic Tool for Developmental Language Disorder: A Systematic Review and Meta-Analysis [Lightning]

Wehbe: A longitudinal study on the language development of bilingual Arabic-Swedish-speaking children.

Zhang, Brandt and Theakston: Iconicity Affects Children’s Production of Adverbial Clauses Smith, Waters, Wilkes and Hamilton: Parent-child shared reading between the ages of 7 and 12: patterns, barriers and enablers

Zhang, Chen, Li, Li, Lv, Chan, Ge and Tang: Mandarin prosodic focus marking by Cantonese trilingual children with and without autism spectrum disorder

Zuniga-Montanez, Fricke, Lisauskaite, Hutchinson and Bowyer-Crane: Language skills of young children in the first year after the Covid-19 pandemic

van Zwet, Knopp, Unsworth and Schoonen: Cross-linguistic influence in the development of grammatical gender in bilingual children

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Wednesday poster presenters and titles

Aguado-Orea: Can pretrained Large Language Models tell us anything about the learning mechanisms used by children? An analysis based on gender bias

Breen, Linnert, Theakston and Ferry: Neural entrainment as a measure of speech segmentation in infants

Duncan, Szreder and Gollek: eLIPS 2: Development and validation of an observational tool for examining early language in play settings with two-year-olds.

Erramh and Louriz: Positional production of velars in atypical acquisition

Fernández Flecha, Blume and Junyent: Early communication in Peruvian 8-15-month-old children. An approach from multimodality and pragmatics

Freese, Masso, Fox-Boyer and Fricke: Development of consistent word production in German-speaking children aged 2;0-3;5 years

Frizelle, Buckley, Biancone, Dahly, Fletcher, Bishop and McKean: How reliable is assessment of children’s sentence comprehension using a self-directed app? A comparison of supported versus independent use

Gordishevsky, Dvorina and Meir: Null subjects and objects in monolingual and bilingual children: Evidence from Russian and Hebrew

Hughes, Best, Newton and Corrin: Evaluation of a novel intervention, ‘Better Conversations with Developmental Language Disorder’: feasibility and findings from an experimentally controlled case series

Jones, Stewart and Westermann: A maturational frequency discrimination deficit may help explain developmental language disorder

Klobucar: The DPBE in English: a pronoun effect?

Lam, Hayiou-Thomas and Henderson: The effects of wakeful rest on novel word learning in adults and children

Lehmkuhle and Lindgren: Referring expressions in the oral narratives of German-speaking children: The influence of local and global accessibility factors and working memory capacity

Markham, Rabagliati and Bramley: Slow mapping words as incremental meaning refinement

Mathers, Botting, Moss and Spicer-Cain: Collaborative working between Speech and Language Therapists (SLTs) and teaching staff in mainstream UK primary schools: A scoping review

Mekhaeil: How to test language dominance in multilingual children having 2 L1s and including a heritage language?

Mills and Whitaker: Narrating through time and space: An analysis of preverbal HAD in school-age Black children

Ng: Evaluating narrative skills in two languages of Singaporean bilingual children

Nicoladis: Telling a good story: Age, gesture use, and bilingualism/monolingualism as predictors of preschool children’s macrostructure

Paolantonio: Linguistic input to preverbal Argentine babies

Plaut-Forckosh, Hindi, Beradze and Meir: Cross-Linguistic Influence in the Acquisition of Definiteness: Evidence from L2-Hebrew in the Context of Different L1s (English and Russian)

Porto: The picture theory of symbolic development in early childhood

Pronina and Vanrell: The acquisition of heritage prosody in bilingual vs. multilingual children: Russian heritage children in Madrid and Catalonia

Shannon, McCool and Delafield-Butt: Parental verbal responsiveness to autistic children: when and how?

Snijders, van Witteloostuijn, Oudgenoeg-Paz and Blom: Language mixing in young multilingual children and its correlates: A systematic review

Zhang, Chen, Li, Li, Lv, Chan, Ge and Tang: Third Language Prosodic Focus Marking in Mandarin by Cantonese-English-Mandarin Trilingual Children with and without Autism Spectrum Disorder

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Thursday poster presenters and titles

Alhjahmmed: Exploring the Multilingual Experiences of Libyan Migrant Children in England

AlSulaiman, Aldukair and Altuwajiri: Establishing stuttering instruments for Arabic Children Who Stutter, CWS I. Phonological complexity in Disfluent Speech

Ang, Lee and Sze: Comparing the Performance of Bilingual Children with Developmental Language Disorder and Typical Development on Sentence Repetition: A Systematic Review

Baker, Stringer and McKean: Understanding the Impact of Phonological Awareness Intervention on the Speech Sound Systems of Children with Consistent Phonological Disorder

van den Bosch, Groeneveld and van der Pol: Supporting multilingual children’s Dutch language skills at school: An intervention study

Botting, Moss, Reimers, Davies, Del Rosario, Flynn, Gonzalez-Gomez, Hendry, Hill, McGillion, Shapiro and Henry: The Born in Covid Year – Core Lockdown Effects (BICYCLE) project – investigating language and cognition at 4 years of age

Canut, Saulpic, Laurent and Husianycia: Sequential Analysis of One-off Interactions: The Influence of Scaffolding and Interactive Modalities on the Utilisation of Complex Syntax by Children Aged 3-6

Chen, Mai, Hu and Shang: Reflexive pronouns in Chinese-learning monolingual, bilingual and trilingual toddlers, and their parental input

Cheng, Zhou, Mai and Yip: Lexical Tone Production in Singaporean Mandarin-English Bilingual Preschoolers: Associations with Articulation, Vocabulary and Grammar?

Faidt: How children with L1 and L2 German use pleonastic constructions to express PATH and GROUND in a serious-game based assessment tool

Faulkner: Parental and educator attitudes towards bilingualism and multilingualism for children with Special Educational Needs and Disabilities (SEND) in Quebec

Fayter, Cutting, Mirkovic and Lee: The relationship between meta-linguistic awareness and advanced theory of mind in bi/multilingual and monolingual children

Figueroa, Herman and Morgan: How is narrative development related to early executive functions and language? A longitudinal study in deaf and hearing children

Gowenlock, Norbury and Rodd: Exposure to language in video and its impact on linguistic development in children aged 3-11: A scoping review

Grimes, McKean and Smith: Examining the linguistic, cognitive, and socio-cognitive factors driving language development trajectories using the Early Language in Victoria Study

Izoukha, Charaa and Louriz: The Influence of the Amazigh Vowel Inventory on Amazigh EFL Learners

Kolaiti: Short-Term Memory in Dyslexia and Narrative Abilities of Greek-Speaking Dyslexic Children in Oral Discourse

Liang and Mai: Grammatical development in L1 Cantonese in bilingual children in Hong Kong: early costs and long-term convergence

Magro and Gatt: The Impact of Speech and Language Impairments on 5-to-9-year-olds’ Daily Lives

Matsuoka and Chondrogianni: Narrative macrostructure abilities of Japanese-English bilingual children; Investigating the effects of age, input, reading and schooling

McKean, Jack, Haddad Moussa, Bassaj Hamada, Messara, Kouba Hreich, Trebacz, Floccia and Khattab: Examining barriers and enablers to language enriching early education and care at systems, structural and process levels in Lebanon

Merlo and Puig Mayenco: Beyond the household: unveiling the impact of the bilingual experience on reading comprehension in Spanish as a Heritage language

Nam and Waxman: The Effect of Object Naming on Infants’ Memory and Reasoning About Objects: Evidence From a Change Detection Task

Pang, Zhou, Nie and Mai: Narrative Macrostructure Profiles of Cantonese-English Bilingual Children and Contributing Factors

Pronina, Florit-Pons, Coego and Prieto: Gesture, prosody and sentence imitation in neurotypical and clinical preschool and primary children

Putnam, Karpinsky, Covello, Lee, Harris, Strang, Parish-Morris and Harrop: Getting to Know You: Feasibility of a Naturalistic Language Sampling Protocol with School-Aged Autistic Children

Rodenhurst and Messenger: Comparing bilingual and monolingual children’s interpretation of novel-verb sentences

Roux and Soler Millan: The Acquisition of Initial Stress in French

Viertel, Paleczek and Seifert: Assessing receptive grammar skills using novel task formats in groups: Findings from construction and piloting with pre-school and primary school children

Wang: Children’s Emotional Development Through Parent-child Bilingual Picturebook Reading

White, Sherlock, Solaiman, Bannard, Fricke, Levickis, McKean, Pine, Salter and Matthews: Evaluating a digital service for parents to support toddler language development: A pilot and feasibility service

Zahra, Borg, Clegg and Gatt: Primary school aged children with a history of maltreatment: a scoping review on linguistic profiles and service provision

Zhang: The early acquisition of functional word de(的) in Mandarin-speaking children

Zhao, Serratrice and Cameron-Faulkner: Multicultural families’ home and community language environment

Zhou, Mai, Cai and Cheng: Beyond Words: Referential Gesturing in Bilingual and Monolingual Mother-Child Dyads and Its Role in Early Development

Zuniga-Montanez, Davies, Ligoxygakis, Kaščelan and Gonzalez-Gomez: How did COVID-19 affect young children’s language environment and language development? A scoping review

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