{"id":89,"date":"2024-04-19T11:40:58","date_gmt":"2024-04-19T10:40:58","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/cls2024\/?page_id=89"},"modified":"2024-07-12T09:45:50","modified_gmt":"2024-07-12T08:45:50","slug":"programme","status":"publish","type":"page","link":"https:\/\/blogs.ncl.ac.uk\/cls2024\/programme\/","title":{"rendered":"Programme"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" id=\"top\">Page navigation<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"#tues\" data-type=\"internal\" data-id=\"#tues\">Tuesday 9th July<\/a><\/li>\n\n\n\n<li><a href=\"#wedsam\" data-type=\"internal\" data-id=\"#wedsam\">Wednesday 10th July (morning)<\/a><\/li>\n\n\n\n<li><a href=\"#wedspm\" data-type=\"internal\" data-id=\"#wedspm\">Wednesday 10th July (afternoon)<\/a><\/li>\n\n\n\n<li><a href=\"#thuam\" data-type=\"internal\" data-id=\"#thuam\">Thursday 11th July (morning)<\/a><\/li>\n\n\n\n<li><a href=\"#thupm\" data-type=\"internal\" data-id=\"#thupm\">Thursday 11th July (afternoon)<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"#talkpres\" data-type=\"internal\" data-id=\"#talkpres\">Full list of talk presenters and titles<\/a><\/li>\n\n\n\n<li><a href=\"#wedspres\" data-type=\"internal\" data-id=\"#wedspres\">Wednesday poster presenters and titles<\/a><\/li>\n\n\n\n<li><a href=\"#thupres\" data-type=\"internal\" data-id=\"#thupres\">Thursday poster presenters and titles<\/a><\/li>\n<\/ul>\n\n\n\n<p>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.<\/p>\n\n\n\n<p>All sessions will be held in the <a href=\"https:\/\/g.co\/kgs\/tEbYiaP\" data-type=\"link\" data-id=\"https:\/\/g.co\/kgs\/tEbYiaP\" target=\"_blank\" rel=\"noreferrer noopener\">Frederick Douglass Centre<\/a>; room numbers are noted below the theme for each session.<\/p>\n\n\n\n<p>In the interests of sustainability we will not be providing paper copies of the full programme. If you&#8217;d like to download and print your own copy of the programme, <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/CLS2024-Conference-Program.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/CLS2024-Conference-Program.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">here&#8217;s a .pdf copy for you to do so.<\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"tues\">Tuesday 9th July<\/h2>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>1.30-2.00<\/td><td colspan=\"3\">Registration<\/td><\/tr><tr><td>2.00-2.20<\/td><td colspan=\"3\">Welcome address: Julie Morris and Rebecca Woods<br>G.06<\/td><\/tr><tr><td><\/td><td><em>Intervention 1<\/em><br>G.06<br>Chair: Helen Stringer<\/td><td><em>Concepts<\/em><br>1.17<br>Chair: Faye Smith<\/td><td><em>Morphology<\/em><br>2.16<br>Chair: Elena Nicoladis<\/td><\/tr><tr><td>2.20-2.45<\/td><td>Rodgers et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Rodgers.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Rodgers.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Dosage specifications for a new intervention for pre-school children with developmental language disorder and speech sound disorder: insights from research and clinical expertise<\/a><\/td><td>Jones et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Jones.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Jones.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Rational inattention: A new theory of neurodivergent information seeking and early individual differences in language development<\/a><\/td><td>Nguyen and Pearl: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Nguyen.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Nguyen.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Acquisition of the passive in English-learning children from different socio-economic statuses (SES): A comparison using computational cognitive modeling<\/a><\/td><\/tr><tr><td>2.45-3.10<\/td><td>Frizelle et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Maximising the benefits of intervention research to support language and communication in children<\/a><\/td><td>Ferry et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ferry.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ferry.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Bigger Versus Smaller: Children&#8217;s Understanding of Size Comparison Words Becomes More Precise With Age<\/a><\/td><td>Tal et al:<a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Tal.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Tal.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> Agreement marking can benefit child learners<\/a><\/td><\/tr><tr><td>3.10-3.35<\/td><td>Short et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Short.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Short.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">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<\/a><\/td><td>Szreder and Duncan: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Szreder.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Szreder.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Abstract concept acquisition across domains: the development of emotion and colour categories in 2-year-olds<\/a><\/td><td>van Zwet et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/vanZwet.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/vanZwet.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cross-linguistic influence in the development of grammatical gender in bilingual children<\/a><\/td><\/tr><tr><td>3.35-4.00<\/td><td>Charlton et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Charlton.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Charlton.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Acceptability and feasibility of Talking 2gether: Collaborative Health Visitor and Early Years Practitioner implementation of an early identification and intervention program<\/a><\/td><td>Sinkeviciute: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Sinkeviciute.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Sinkeviciute.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Saying \u2018no\u2019: Exploring children\u2019s disagreement, refusal and rejection responses in parent-child and sibling interactions<\/a><\/td><td>Riches: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Riches.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Riches.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A growth curve analysis of the English passive in a dense corpus: what can it tell us about syntactic learning mechanisms?<\/a><\/td><\/tr><tr><td>4.05-5.05<\/td><td colspan=\"3\">Keynote 1: Helen Stringer<br>G.06, chair Rebecca Woods<br><a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Stringer.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Stringer.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Maximising the Impact of Speech &amp; Language Therapy for Children with Speech Sound Disorder: The MISLToe_SSD Study and what we learned about the research practice gap<\/a><\/td><\/tr><tr><td>5.05-6.05<\/td><td colspan=\"3\">Drinks reception<br>Frederick Douglass Centre foyer<\/td><\/tr><tr><td>6.05-7.05<\/td><td colspan=\"3\">Watch Party + Zoom Q&amp;A: Jason Rothman <br>1.17, chair Rebecca Woods<br><a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/05\/CLS-plenary-abstract_Rothman.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/05\/CLS-plenary-abstract_Rothman.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Dynamics and Importance of Individual Differences in Heritage Language Bilingualism<\/a>: <a href=\"https:\/\/newcastle-my.sharepoint.com\/:v:\/g\/personal\/nrw111_newcastle_ac_uk\/ESvBxjj6f1xKtFpNog74NLYBvS5bv15ignUeaU3r9lQmaQ?e=fgbqJW\" data-type=\"link\" data-id=\"https:\/\/newcastle-my.sharepoint.com\/:v:\/g\/personal\/nrw111_newcastle_ac_uk\/ESvBxjj6f1xKtFpNog74NLYBvS5bv15ignUeaU3r9lQmaQ?e=fgbqJW\" target=\"_blank\" rel=\"noreferrer noopener\">Video<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"has-text-align-right\"><a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"wedsam\">Wednesday 10th July (morning)<\/h2>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>9.00-9.30<\/td><td colspan=\"3\">Registration<\/td><\/tr><tr><td>9.30-10.30<\/td><td colspan=\"3\">Keynote 2: Judy Clegg<br>G.06, chair Vic Knowland<br><a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/05\/JClegg-CLS-Talk-.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/05\/JClegg-CLS-Talk-.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How can helping our most vulnerable children to communicate change their lives?<\/a><\/td><\/tr><tr><td>10.30-11.15<\/td><td colspan=\"3\">Coffee break and posters<\/td><\/tr><tr><td><\/td><td><em>Environment<\/em><br>1.17<br>Chair: Ghada Khattab<\/td><td><em>Intervention 2<\/em><br>G.06<br>Chair: Nikki Botting<\/td><td><em>Natural History 1<\/em><br>2.16<br>Chair: Johannes Heim<\/td><\/tr><tr><td>11.15-11.40<\/td><td>Lester et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Lester.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Lester.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The role of environmental context in shaping teachers&#8217; linguistic input.<\/a><\/td><td>Reeves and Botting: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Reeves.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Reeves.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Tots Talking: feasibility and effectiveness of a community language intervention for pre-school children<\/a><\/td><td>Wehbe: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Wehbe.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Wehbe.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A longitudinal study on the language development of bilingual Arabic-Swedish-speaking children<\/a><\/td><\/tr><tr><td>11.40-12.05<\/td><td>Newbury et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Newbury.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Newbury.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cultural perceptions of language development in a population sample of 54-month-old children from Aotearoa New Zealand<\/a><\/td><td>Frizelle et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle-1.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The feasibility of an online language programme delivered through music and the impact of dosage on vocabulary outcomes in young children with Down Syndrome<\/a><\/td><td>Kiss: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Kiss.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Kiss.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Bidirectional Relationship between Theory of Mind and Language in Children<\/a><\/td><\/tr><tr><td>12.05-12.30<\/td><td>Buckler et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Buckler.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Buckler.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A large-scale study of how accent exposure affects vocabulary development<\/a><\/td><td>Jack et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Jack.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Jack.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A randomised controlled trial comparing the efficacy of pre-school language interventions: Building Early Sentences Therapy and an Adapted Derbyshire Language Scheme<\/a><\/td><td>Geronikou et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Geronikou.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Geronikou.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Kindergarten retention in Greece: Investigating Speech, Language, and Cognitive Skills<\/a><\/td><\/tr><tr><td>12.30-1.20<\/td><td colspan=\"3\">Lunch and continuing poster session<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"has-text-align-right\"> <a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a> <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"wedspm\">Wednesday 10th July (afternoon)<\/h2>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><em>Assessment<\/em><br>1.17<br>Chair: Sheena Reilly<\/td><td><em>Narrative<\/em><br>G.06<br>Chair: Valeria Sinkeviciute<\/td><td><em>Syntax<\/em><br>2.16<br>Chair: Rebecca Woods<\/td><\/tr><tr><td>1.20-1.45<\/td><td>Frizelle et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle-2.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle-2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The understanding of complex syntax in children from 5 \u2013 9 years, using a novel assessment approach &#8211; the Test of Complex Syntax- Electronic (TECS-E)<\/a><\/td><td>Bohnacker: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Bohnacker.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Bohnacker.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Nonword repetition, vocabulary and narrative skills in Arabic\/Swedish and Turkish\/Swedish-speaking children with and without a diagnosis of DLD<\/a><\/td><td>Heim and Wiltschko: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Heim.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Heim.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The emergence of syntactic structure though the lens of interaction<\/a><\/td><\/tr><tr><td>1.45-2.10<\/td><td>Nardy et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Nardy.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Nardy.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Continuous, Parallel, and Unsupervised Collection of Data on Social Interactions and Speech at Preschool: Issues and Potentials<\/a><\/td><td>Pesco: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Pesco.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Pesco.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Storytelling and Story Acting: Impact on Children\u2019s Narrative Skills and Teacher Contributions<\/a><\/td><td>Sgrizzi: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Sgrizzi.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Sgrizzi.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The developmental advantage of restructuring verbs: a Growing Trees perspective<\/a><\/td><\/tr><tr><td>2.10-2.35<\/td><td>Jeremic et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Jeremic.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Jeremic.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Shared book reading with young pre-school children with Down syndrome: exploring parent-child interactions and language boosting behaviours<\/a><\/td><td>Nippold: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Nippold.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Nippold.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Narrative Discourse in Youth Offenders: Examining Content and Complexity<\/a><\/td><td>Alharbi et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Alharbi.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Alharbi.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A Profile of Receptive and Expressive Verb Morphology in Arabic-Speaking Children with Developmental Language Disorder<\/a><\/td><\/tr><tr><td>2.35-3.00<\/td><td>Khattab et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Khattab.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Khattab.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">An adaptation of the Arabic Communicative Development Inventory for monitoring early vocabulary development in Palestinian refugee children in Lebanon<\/a><\/td><td>Mills and Moore: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Mills.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Mills.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Adults&#8217; perceptions of Black children&#8217;s narrative quality: A mixed methods study<\/a><\/td><td>Stoicescu: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Stoicescu.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Stoicescu.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Sensitivity to telicity with manner-of-motion verbs and complex Goal prepositions in child Romanian<\/a><\/td><\/tr><tr><td><\/td><td><em>Lightning talks: SLCN\/DLD<\/em><br>1.17<br>Chair: Margreet Vogelzang<\/td><td><em>Lightning talks: Multilingualism and SES<\/em><br>G.06<br>Chair: Emma Nguyen<\/td><td><em>Lightning talks: Sentence Repetition<\/em><br>2.16<br>Chair: Ben Ambridge<\/td><\/tr><tr><td>3.00-3.05<\/td><td>Kanu et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Kanj.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Kanj.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Measuring Conceptual Vocabulary in a Group of Arabic-Speaking Bilingual Children with and Without DLD<\/a><\/td><td>Caunt and Abu Zhaya: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Caunt.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Caunt.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Multilingual daily routines: variability in the input to infants growing up in London<\/a><\/td><td>Ward et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ward.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ward.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Sentence Repetition as a Diagnostic Tool for Developmental Language Disorder: A Systematic Review and Meta-Analysis<\/a><\/td><\/tr><tr><td>3.05-3.10<\/td><td>Harvey: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Harvey.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Harvey.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Parental Narratives of Diagnosis and Beyond<\/a><\/td><td>Cheung et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Cheung.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Cheung.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Risk factors for early language delay in a minority ethnic, bilingual, socioeconomically deprived population<\/a><\/td><td>Polisenska et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Polisenska.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Polisenska.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Crosslinguistic nonword repetition: Evidence across diverse language communities<\/a><\/td><\/tr><tr><td>3.10-3.15<\/td><td>Mathers et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Mathers.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Mathers.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Using co-production to identify priorities for future research in collaborative working to support primary school children with SLCN<\/a><\/td><td>Liang et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Liang.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Liang.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Early vocabulary development in multilingual toddlers: input and language interaction<\/a><\/td><td>Taylor and Aguado-Orea: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Taylor.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Taylor.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Using an Online version of the Sentence Repetition Task to Assess Learning of Verb Number Agreement<\/a><\/td><\/tr><tr><td>3.15-3.20<\/td><td>Hapsari: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Hapsari.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Hapsari.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A Study to Explore the Public Awareness and Knowledge of Developmental Language Disorder in Indonesia<\/a><\/td><td>Cahir et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Cahir.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Cahir.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Strength and language: Investigating associations between Aboriginal children\u2019s language development and resilience in South Australian communities<\/a><\/td><td>Sani-Danmallam and Aguado-Orea: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Sani.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Sani.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">An Assessment of Early Bilingual language Acquisition in Multilingual Contexts: A validation of the Sentence Repetition Test<\/a><\/td><\/tr><tr><td>3.20-3.40<\/td><td><\/td><td>Q&amp;A<\/td><td><\/td><\/tr><tr><td>3.40-4.00<\/td><td colspan=\"3\">Coffee break and posters<\/td><\/tr><tr><td>4.00-5.00<\/td><td colspan=\"3\">Keynote 3: Ben Ambridge<br>G.06, chair Nick Riches<br><a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ben-Ambridge-CLS-Abstract.pdf\" data-type=\"attachment\" data-id=\"189\">Putting the cross into crosslinguistic research: Focusing on the similarities, not the differences (Ben Ambridge, University of Manchester)<\/a><\/td><\/tr><tr><td>6.00-late<\/td><td colspan=\"3\">Conference dinner and ceilidh<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"has-text-align-right\"> <a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a> <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"thuam\">Thursday 11th July (morning)<\/h2>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td>9.00-9.15<\/td><td colspan=\"3\">Registration<\/td><\/tr><tr><td><\/td><td><em>Events in Syntax<\/em><br>1.17<br>Chair: Rebecca Woods<\/td><td><em>Parent-Child Interaction<\/em><br>G.06<br>Chair: Judy Clegg<\/td><td><em>Comprehension<\/em><br>2.16<br>Chair: Chlo\u00eb Marshall<\/td><\/tr><tr><td>9.15-9.40<\/td><td>Liu and Mai: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Liu.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Liu.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Exclusive focus marking in spontaneous production by Mandarin preschoolers: a multi-level analysis<\/a><\/td><td>Ashkenazi et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ashkenazi.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ashkenazi.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Acquiring morphological causativity in Hebrew: evidence from mother-toddler interaction<\/a><\/td><td>Shobbrook: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Shobbrook.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Shobbrook.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Developing oral comprehension in preschool children with language difficulties: an examination of intervention components and their relevance for research and practice<\/a><\/td><\/tr><tr><td>9.40-10.05<\/td><td>Sur\u00e1nyi and Gul\u00e1s: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/suranyi.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/suranyi.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Preschoolers\u2019 comprehension of information structure: New evidence from the effect of sentence-level focus on logical scope<\/a><\/td><td>Mao and Pesco: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Mao.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Mao.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Raising Young Children in Multilingual Montreal: Immigrant Chinese Parents&#8217; Language Choices and Storybook Reading Style<\/a><\/td><td>James et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/James.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/James.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The educational attainment and wellbeing of children with comprehension weaknesses<\/a><\/td><\/tr><tr><td>10.05-10.30-<\/td><td>Dolscheid (Verlage) and Penke: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Dolscheid.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Dolscheid.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Visual attention affects children\u2019s production of noun phrases but not transitive sentences<\/a><\/td><td>Heim et al:<a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/CLS24_Heim-et-al_Caregiver-modelling-and-feedback-in-the-context-of-early-questions.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/CLS24_Heim-et-al_Caregiver-modelling-and-feedback-in-the-context-of-early-questions.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> Caregiver modelling and feedback in the context of early questions<\/a><\/td><td>Chambers: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Chambers.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Chambers.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Bridging the gap between language and behavioural difficulties in adolescents at risk of exclusion&nbsp;<\/a><\/td><\/tr><tr><td>10.30-11.15<\/td><td colspan=\"3\">Coffee break and posters <\/td><\/tr><tr><td><\/td><td><em>Priming<\/em><br>G.06<br>Chair: Emma Nguyen<\/td><td><em>Prosody<\/em><br>1.17<br>Chair: Johannes Heim<\/td><td><em>Natural History 2<\/em><br>2.16<br>Chair: Pauline Frizelle<\/td><\/tr><tr><td>11.15-11.40<\/td><td>Messenger et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Messenger.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Messenger.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Crosslinguistic priming of syntactic and information structure in bilingual development: Evidence from Polish-English bilingual children<\/a><\/td><td>Zhang et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Zhang.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Zhang.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Mandarin prosodic focus marking by Cantonese trilingual children with and without autism spectrum disorder<\/a><\/td><td>Savi-Karayol et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Savi-Karayol.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Savi-Karayol.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Language Difficulties in Children and Young People in Care Aged 5 to 14 Years<\/a><\/td><\/tr><tr><td>11.40-12.05<\/td><td>Hao et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Hao.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Hao.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Having, accessing, and uptaking syntactic representation: Priming as a learning index in various child populations<\/a><\/td><td>Sur\u00e1nyi &amp; Gul\u00e1s: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Suranyi.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Suranyi.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Prosodic and syntactic focus-marking: Cues and competitions in the acquisition of focus comprehension<\/a><\/td><td>Zuniga-Montanez et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Zuniga-Montanez.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Zuniga-Montanez.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Language skills of young children in the first year after the Covid-19 pandemic<\/a><\/td><\/tr><tr><td>12.05-12.30<\/td><td>Buckle et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Buckle.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Buckle.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Imitate to accumulate: the relationship between syntactic priming and long-term learning<\/a><\/td><td>Tiryakiol et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Tiryakiol.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Tiryakiol.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Processing of the Verb-Medial Non-canonical Word Order in Monolingual and Heritage Children of Turkish: The Role of Case Markers and Prosody<\/a><\/td><td>Almohammadi et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Almohammadi.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Almohammadi.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Language Delay in Young Children in Saudi Arabia: Identifying Key Risk Factor<\/a>s<\/td><\/tr><tr><td>12.30-1.20<\/td><td colspan=\"3\">Lunch and posters<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"has-text-align-right\"> <a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a> <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"thupm\">Thursday 11th July (afternoon)<\/h2>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><\/td><td><em>Behaviour Change<\/em><br>G.06<br>Chair: Cristina McKean<\/td><td><em>Pragmatics<\/em><br>1.17<br>Chair: Marilyn Nippold<\/td><td><em>Literacy<\/em><br>2.16<br>Chair: Chlo\u00eb Marshall<\/td><\/tr><tr><td>1.20-1.45<\/td><td>Ferk-Dornstauder: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ferk-Dornstauder.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Ferk-Dornstauder.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Use of Behaviour Change Techniques in Interventions for German-speaking Children with Speech Sound Disorders: Identification and Training<\/a><\/td><td>Foster-Cohen et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Foster-Cohen.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Foster-Cohen.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The language of inclusion: Co-constructing inter-ability conversations between friends<\/a><\/td><td>Frizelle et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle-3.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Frizelle-3.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The co-construction of a reading assessment checklist with adults with Down syndrome: a meaningful literacy approach<\/a><\/td><\/tr><tr><td>1.45-2.10<\/td><td>Saulpic: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Saulpic.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Saulpic.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Influence of language-promoting practices on oral syntactic development in French-speaking children aged 3 to 5 years<\/a><\/td><td>Neuvonen et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Neuvonen.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Neuvonen.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Lexical strategies in event descriptions between children who use communication aids and their speaking communication partners<\/a><\/td><td>Lopukhina et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Lopukhina.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Lopukhina.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Where do children look when watching videos with same-language subtitles?<\/a><\/td><\/tr><tr><td>2.10-2.35<\/td><td>Spicer-Cain and Botting: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Spicer-Cain.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Spicer-Cain.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Early School-Age Language and Communication Outcomes of Children at Increased Likelihood of Communication Difficulties<\/a><\/td><td>Pronina et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Pronina.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Pronina.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Different linguistic and socio-cognitive predictors of pragmatics across modalities in 5\u20136-year-olds<\/a><\/td><td>Triantafyllidou et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Triantafyllidou.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Triantafyllidou.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Beyond Words: Investigating Reading Comprehension in English as an Additional Language (EAL)<\/a><\/td><\/tr><tr><td>2.35-3.00<\/td><td>Taha and Dockrell: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Taha.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Taha.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">An exploration of the knowledge, practices, and needs of Arab early years teachers in promoting oral language development<\/a><\/td><td>Zhang et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Zhang-1.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Zhang-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Iconicity Affects Children&#8217;s Production of Adverbial Clauses<\/a><\/td><td>Smith et al: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Smith.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Smith.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Parent-child shared reading between the ages of 7 and 12: patterns, barriers and enablers<\/a><\/td><\/tr><tr><td>3.00-3.30<\/td><td colspan=\"3\">Coffee and posters<\/td><\/tr><tr><td>3.30-4.30<\/td><td colspan=\"3\"><s>Keynote 4: Chlo\u00eb Marshall<br>G.06, chair Faye Smith<br><a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/05\/Abstract-CLS_Marshall.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/05\/Abstract-CLS_Marshall.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Understanding the relationship between language acquisition and working memory development (and why it matters)<\/a><\/s><br>Keynote: Nikki Botting (City University of London)<br>G.06, chair Vic Knowland<br>Looking more widely: Learning the most about language challenges from different groups of people<\/td><\/tr><tr><td>4.30-4.45<\/td><td colspan=\"3\">Closing address<br>G.06<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"has-text-align-right\"> <a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a> <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"talkpres\">Full list of talk presenters and titles<\/h2>\n\n\n\n<p>Alharbi, Clegg and \u00d6zt\u00fcrk: A Profile of Receptive and Expressive Verb Morphology in Arabic-Speaking Children with Developmental Language Disorder<\/p>\n\n\n\n<p>Almohammadi, Alaslani, Alroqi, Aljhlan, Alsulaiman, Albeeshi, Murad and Alnemary: Language Delay in Young Children in Saudi Arabia: Identifying Key Risk Factors<\/p>\n\n\n\n<p>Ashkenazi, Shisman-Dagan, Ravid and Dattner: Acquiring morphological causativity in Hebrew: evidence from mother-toddler interaction<\/p>\n\n\n\n<p>Bohnacker: Nonword repetition, vocabulary and narrative skills in Arabic\/Swedish and Turkish\/Swedish-speaking children with and without a diagnosis of DLD<\/p>\n\n\n\n<p>Buckle, Branigan, Lindsay and Messenger: Imitate to accumulate: the relationship between syntactic priming and long-term learning<\/p>\n\n\n\n<p>Buckler, Fung and Johnson: A large-scale study of how accent exposure affects vocabulary development<\/p>\n\n\n\n<p>Cahir, Brown, Reilly, Glover and Gartland: Strength and language: Investigating associations between Aboriginal children\u2019s language development and resilience in South Australian communities. [Lightning]<\/p>\n\n\n\n<p>Caunt and Abu-Zhaya: Multilingual daily routines: variability in the input to infants growing up in London [Lightning]<\/p>\n\n\n\n<p>Chambers: Bridging the gap between language and behavioural difficulties in adolescents at risk of exclusion [Lightning]<\/p>\n\n\n\n<p>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<\/p>\n\n\n\n<p>Cheung, Willan, Dickerson and Bowyer-Crane: Risk factors for early language delay in a minority ethnic, bilingual, socioeconomically deprived population [Lightning]<\/p>\n\n\n\n<p>Dolscheid (Verlage) and Penke: Visual attention affects children\u2019s production of noun phrases but not transitive sentences.<\/p>\n\n\n\n<p>Ferk-Dornstauder: The Use of Behaviour Change Techniques in Interventions for German-speaking Children with Speech Sound Disorders: Identification and Training<\/p>\n\n\n\n<p>Ferry, Corcoran, Williams, Curtis, Gale and Twomey: Bigger Versus Smaller: Children&#8217;s Understanding of Size Comparison Words Becomes More Precise With Age<\/p>\n\n\n\n<p>Foster-Cohen, Newbury and Macrae: The language of inclusion: Co-constructing inter-ability conversations between friends<\/p>\n\n\n\n<p>Frizelle, Buckley, Biancone, Brown, Fletcher, Bishop and McKean: The understanding of complex syntax in children from 5 \u2013 9 years, using a novel assessment approach &#8211; the Test of Complex Syntax- Electronic (TECS-E)<\/p>\n\n\n\n<p>Frizelle, McMullan, Looney, Dahly, O&#8217;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.<\/p>\n\n\n\n<p>Frizelle, Murphy and McKean: Maximising the benefits of intervention research to support language and communication in children.<\/p>\n\n\n\n<p>Frizelle, O&#8217;Donovan, Jolley, Martin and Hart: The co-construction of a reading assessment checklist with adults with Down syndrome: a meaningful literacy approach.<\/p>\n\n\n\n<p>Geronikou, Mourgela, Papathanasiou and Theodorou: Kindergarten retention in Greece: Investigating Speech, Language, and Cognitive Skills<\/p>\n\n\n\n<p>Hao, Sturt, Rothman and Chondrogianni: Having, accessing, and uptaking syntactic representation: Priming as a learning index in various child populations<\/p>\n\n\n\n<p>Hapsari: A Study to Explore the Public Awareness and Knowledge of Developmental Language Disorder in Indonesia [Lightning]<\/p>\n\n\n\n<p>Harvey: Insights into DLD: Parental Narratives of Diagnosis and Beyond [Lightning]<\/p>\n\n\n\n<p>Heim, Bala and Sinclair: Caregiver modelling and feedback in the context of early questions<\/p>\n\n\n\n<p>Heim and Wiltschko: The emergence of syntactic structure though the lens of interaction<\/p>\n\n\n\n<p>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<\/p>\n\n\n\n<p>James, Thompson, Bowes and Nation: The educational attainment and wellbeing of children with comprehension weaknesses<\/p>\n\n\n\n<p>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<\/p>\n\n\n\n<p>Jones, Jones, Koldewyn and Westermann: Rational inattention: A new theory of neurodivergent information seeking and early individual differences in language development<\/p>\n\n\n\n<p>Kanu, Serratrice and Stojanovik: Measuring Conceptual Vocabulary in a Group of Arabic-Speaking Bilingual Children with and Without DLD [Lightning]<\/p>\n\n\n\n<p>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<\/p>\n\n\n\n<p>Kiss: The Bidirectional Relationship between Theory of Mind and Language in Children<\/p>\n\n\n\n<p>Lester, Twomey and Theakston: The role of environmental context in shaping teachers&#8217; linguistic input.<\/p>\n\n\n\n<p>Liang, Mai, Yip and Wu: Early vocabulary development in multilingual toddlers: input and language interaction [Lightning]<\/p>\n\n\n\n<p>Liu and Mai: Exclusive focus marking in spontaneous production by Mandarin preschoolers: a multi-level analysis<\/p>\n\n\n\n<p>Lopukhina, van Heuven, Crowley and Rastle: Where do children look when watching videos with same-language subtitles?<\/p>\n\n\n\n<p>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]<\/p>\n\n\n\n<p>Mao and Pesco: Raising Young Children in Multilingual Montreal: Immigrant Chinese Parents&#8217; Language Choices and Storybook Reading Style<\/p>\n\n\n\n<p>Messenger, Wesierska, Cieplinska and Serratrice: Crosslinguistic priming of syntactic and information structure in bilingual development: Evidence from Polish-English bilingual children<\/p>\n\n\n\n<p>Mills and Moore: Adults&#8217; perceptions of Black children&#8217;s narrative quality: A mixed methods study<\/p>\n\n\n\n<p>Nardy, Chevrot, Bouchet, Dai and Karsai: Continuous, Parallel, and Unsupervised Collection of Data on Social Interactions and Speech at Preschool: Issues and Potentials<\/p>\n\n\n\n<p>Neuvonen, Batorowicz, Launonen, Smith, Walter and von Tetzchner: Lexical strategies in event descriptions between children who use communication aids and their speaking communication partners<\/p>\n\n\n\n<p>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<\/p>\n\n\n\n<p>Nippold: Narrative Discourse in Youth Offenders: Examining Content and Complexity<\/p>\n\n\n\n<p>Nguyen and Pearl: Acquisition of the passive in English-learning children from different socio-economic statuses (SES): A comparison using computational cognitive modeling<\/p>\n\n\n\n<p>Pesco: Storytelling and Story Acting: Impact on Children\u2019s Narrative Skills and Teacher Contributions<\/p>\n\n\n\n<p>Polisenska, Chan, Kapalkova, Chiat, Chen, Fu, Hamdani, Mengel, Janikova, Kan and Zubakova: Crosslinguistic nonword repetition: Evidence across diverse language communities [Lightning]<\/p>\n\n\n\n<p>Pronina, Bambini, Bischetti, Ahufinger, Del Sette, Esteve-Gibert, Florit-Pons and Lecce: Different linguistic and socio-cognitive predictors of pragmatics across modalities in 5\u20136-year-olds<\/p>\n\n\n\n<p>Reeves and Botting: Tots Talking: feasibility and effectiveness of a community language intervention for pre-school children.<\/p>\n\n\n\n<p>Riches: A growth curve analysis of the English passive in a dense corpus: what can it tell jus about syntactic learning mechanisms?<\/p>\n\n\n\n<p>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<\/p>\n\n\n\n<p>Sani-Danmallam and Aguado-Orea: An Assessment of Early Bilingual language Acquisition in Multilingual Contexts: A validation of the Sentence Repetition Test [Lightning]<\/p>\n\n\n\n<p>Saulpic: Influence of language-promoting practices on oral syntactic development in French-speaking children aged 3 to 5 years<\/p>\n\n\n\n<p>Savi-Karayol, Botting and Morgan: Language Difficulties in Children and Young People in Care Aged 5 to 14 Years<\/p>\n\n\n\n<p>Sgrizzi: The developmental advantage of restructuring verbs: a Growing Trees perspective<\/p>\n\n\n\n<p>Shobbrook: Developing oral comprehension in preschool children with language difficulties: an examination of intervention components and their relevance for research and practice<\/p>\n\n\n\n<p>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 <\/p>\n\n\n\n<p>Sinkeviciute: Saying \u2018no\u2019: Exploring children\u2019s disagreement, refusal and rejection responses in parent-child and sibling interactions<\/p>\n\n\n\n<p>Spicer-Cain and Botting: Early School-Age Language and Communication Outcomes of Children at Increased Likelihood of Communication Difficulties<\/p>\n\n\n\n<p>Stoicescu: Sensitivity to telicity with manner-of-motion verbs and complex Goal prepositions in child Romanian<\/p>\n\n\n\n<p>Sur\u00e1nyi: Prosodic and syntactic focus-marking: Cues and competitions in the acquisition of focus comprehension<\/p>\n\n\n\n<p>Sur\u00e1nyi and Gul\u00e1s: Preschoolers\u2019 comprehension of information structure: New evidence from the effect of sentence-level focus on logical scope<\/p>\n\n\n\n<p>Szreder and Duncan: Abstract concept acquisition across domains: the development of emotion and colour categories in 2-year-olds. <\/p>\n\n\n\n<p>Tal, Smith and Culbertson: Agreement marking can benefit child learners<\/p>\n\n\n\n<p>Taha and Dockrell: An exploration of the knowledge, practices, and needs of Arab early years teachers in promoting oral language development<\/p>\n\n\n\n<p>Taylor and Aguado-Orea: Using and Online version of the Sentence Repetition Task to Assess Learning of Verb Number Agreement. [Lightning]<\/p>\n\n\n\n<p>Tiryakiol, Bayram, Zidani-Eroglu and Hao: Cue Strength in Predictive Processing in Child Turkish Heritage Speakers: Case vs. Prosody<\/p>\n\n\n\n<p>Triantafyllidou, Vogelzang and Tsimpli: Beyond Words: Investigating Reading Comprehension in English as an Additional Language (EAL)<\/p>\n\n\n\n<p>Ward, Polisenska and Bannard: Sentence Repetition as a Diagnostic Tool for Developmental Language Disorder: A Systematic Review and Meta-Analysis [Lightning]<\/p>\n\n\n\n<p>Wehbe: A longitudinal study on the language development of bilingual Arabic-Swedish-speaking children.<\/p>\n\n\n\n<p>Zhang, Brandt and Theakston: Iconicity Affects Children&#8217;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<\/p>\n\n\n\n<p>Zhang, Chen, Li, Li, Lv, Chan, Ge and Tang: Mandarin prosodic focus marking by Cantonese trilingual children with and without autism spectrum disorder<\/p>\n\n\n\n<p>Zuniga-Montanez, Fricke, Lisauskaite, Hutchinson and Bowyer-Crane: Language skills of young children in the first year after the Covid-19 pandemic<\/p>\n\n\n\n<p>van Zwet, Knopp, Unsworth and Schoonen: Cross-linguistic influence in the development of grammatical gender in bilingual children<\/p>\n\n\n\n<p class=\"has-text-align-right\"> <a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a> <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"wedspres\">Wednesday poster presenters and titles<\/h2>\n\n\n\n<p>Aguado-Orea: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Aguado-Orea.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Aguado-Orea.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Can pretrained Large Language Models tell us anything about the learning mechanisms used by children? An analysis based on gender bias<\/a><\/p>\n\n\n\n<p>Breen, Linnert, Theakston and Ferry: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Breen.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Breen.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Neural entrainment as a measure of speech segmentation in infants<\/a><\/p>\n\n\n\n<p>Duncan, Szreder and Gollek: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Duncan.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Duncan.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">eLIPS 2: Development and validation of an observational tool for examining early language in play settings with two-year-olds.<\/a><\/p>\n\n\n\n<p>Erramh and Louriz: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Erramh.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Erramh.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Positional production of velars in atypical acquisition<\/a><\/p>\n\n\n\n<p>Fern\u00e1ndez Flecha, Blume and Junyent: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Fernandez.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Fernandez.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Early communication in Peruvian 8-15-month-old children. An approach from multimodality and pragmatics<\/a><\/p>\n\n\n\n<p>Freese, Masso, Fox-Boyer and Fricke: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Freese.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Freese.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Development of consistent word production in German-speaking children aged 2;0-3;5 years<\/a><\/p>\n\n\n\n<p>Frizelle, Buckley, Biancone, Dahly, Fletcher, Bishop and McKean: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Frizelle.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Frizelle.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How reliable is assessment of children\u2019s sentence comprehension using a self-directed app? A comparison of supported versus independent use<\/a><\/p>\n\n\n\n<p>Gordishevsky, Dvorina and Meir: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Gordishevsky.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Gordishevsky.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Null subjects and objects in monolingual and bilingual children: Evidence from Russian and Hebrew<\/a><\/p>\n\n\n\n<p>Hughes, Best, Newton and Corrin: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Hughes.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Hughes.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Evaluation of a novel intervention, &#8216;Better Conversations with Developmental Language Disorder&#8217;: feasibility and findings from an experimentally controlled case series<\/a><\/p>\n\n\n\n<p>Jones, Stewart and Westermann: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Jones.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Jones.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">A maturational frequency discrimination deficit may help explain developmental language disorder<\/a><\/p>\n\n\n\n<p>Klobucar: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Klobucar.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Klobucar.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The DPBE in English: a pronoun effect?<\/a><\/p>\n\n\n\n<p>Lam, Hayiou-Thomas and Henderson: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Lam.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Lam.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The effects of wakeful rest on novel word learning in adults and children<\/a><\/p>\n\n\n\n<p>Lehmkuhle and Lindgren: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Lehmkuhle.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Lehmkuhle.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Referring expressions in the oral narratives of German-speaking children: The influence of local and global accessibility factors and working memory capacity<\/a><\/p>\n\n\n\n<p>Markham, Rabagliati and Bramley: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Markham.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Markham.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Slow mapping words as incremental meaning refinement<\/a><\/p>\n\n\n\n<p>Mathers, Botting, Moss and Spicer-Cain: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Mathers.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Mathers.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Collaborative working between Speech and Language Therapists (SLTs) and teaching staff in mainstream UK primary schools: A scoping review<\/a><\/p>\n\n\n\n<p>Mekhaeil: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Mekhaeil.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Mekhaeil.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How to test language dominance in multilingual children having 2 L1s and including a heritage language?<\/a><\/p>\n\n\n\n<p>Mills and Whitaker: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Mills.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Mills.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Narrating through time and space: An analysis of preverbal HAD in school-age Black children<\/a><\/p>\n\n\n\n<p>Ng:<a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Ng.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Ng.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> Evaluating narrative skills in two languages of Singaporean bilingual children<\/a><\/p>\n\n\n\n<p>Nicoladis: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Nicoladis.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Nicoladis.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Telling a good story: Age, gesture use, and bilingualism\/monolingualism as predictors of preschool children\u2019s macrostructure<\/a><\/p>\n\n\n\n<p>Paolantonio: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Paolantonio.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Paolantonio.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Linguistic input to preverbal Argentine babies<\/a><\/p>\n\n\n\n<p>Plaut-Forckosh, Hindi, Beradze and Meir: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Plaut.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Plaut.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Cross-Linguistic Influence in the Acquisition of Definiteness: Evidence from L2-Hebrew in the Context of Different L1s (English and Russian)<\/a><\/p>\n\n\n\n<p>Porto: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Porto.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Porto.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The picture theory of symbolic development in early childhood<\/a><\/p>\n\n\n\n<p>Pronina and Vanrell: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Pronina.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Pronina.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The acquisition of heritage prosody in bilingual vs. multilingual children: Russian heritage children in Madrid and Catalonia<\/a><\/p>\n\n\n\n<p>Shannon, McCool and Delafield-Butt: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Shannon.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Shannon.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Parental verbal responsiveness to autistic children: when and how?<\/a><\/p>\n\n\n\n<p>Snijders, van Witteloostuijn, Oudgenoeg-Paz and Blom: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Snijders.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Snijders.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Language mixing in young multilingual children and its correlates: A systematic review<\/a><\/p>\n\n\n\n<p>Zhang, Chen, Li, Li, Lv, Chan, Ge and Tang: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhang.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhang.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Third Language Prosodic Focus Marking in Mandarin by Cantonese-English-Mandarin Trilingual Children with and without Autism Spectrum Disorder<\/a><\/p>\n\n\n\n<p class=\"has-text-align-right\"> <a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a> <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"thupres\">Thursday poster presenters and titles<\/h2>\n\n\n\n<p>Alhjahmmed: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Alhjahmmed.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Alhjahmmed.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Exploring the Multilingual Experiences of Libyan Migrant Children in England<\/a><\/p>\n\n\n\n<p>AlSulaiman, Aldukair and Altuwajiri: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/AlSulaiman.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/AlSulaiman.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Establishing stuttering instruments for Arabic Children Who Stutter, CWS I. Phonological complexity in Disfluent Speech<\/a><\/p>\n\n\n\n<p>Ang, Lee and Sze: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Ang.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Ang.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Comparing the Performance of Bilingual Children with Developmental Language Disorder and Typical Development on Sentence Repetition: A Systematic Review<\/a><\/p>\n\n\n\n<p>Baker, Stringer and McKean: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Baker.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Baker.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Understanding the Impact of Phonological Awareness Intervention on the Speech Sound Systems of Children with Consistent Phonological Disorder<\/a><\/p>\n\n\n\n<p>van den Bosch, Groeneveld and van der Pol: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Bosch.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Bosch.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Supporting multilingual children\u2019s Dutch language skills at school: An intervention study<\/a><\/p>\n\n\n\n<p>Botting, Moss, Reimers, Davies, Del Rosario, Flynn, Gonzalez-Gomez, Hendry, Hill, McGillion, Shapiro and Henry: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Botting.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Botting.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Born in Covid Year \u2013 Core Lockdown Effects (BICYCLE) project &#8211; investigating language and cognition at 4 years of age<\/a><\/p>\n\n\n\n<p>Canut, Saulpic, Laurent and Husianycia: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Canut.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Canut.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Sequential Analysis of One-off Interactions: The Influence of Scaffolding and Interactive Modalities on the Utilisation of Complex Syntax by Children Aged 3-6<\/a><\/p>\n\n\n\n<p>Chen, Mai, Hu and Shang: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Chen.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/06\/Chen.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Reflexive pronouns in Chinese-learning monolingual, bilingual and trilingual toddlers, and their parental input<\/a><\/p>\n\n\n\n<p>Cheng, Zhou, Mai and Yip:<a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Cheng.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Cheng.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> Lexical Tone Production in Singaporean Mandarin-English Bilingual Preschoolers: Associations with Articulation, Vocabulary and Grammar?<\/a><\/p>\n\n\n\n<p>Faidt: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Faidt-1.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Faidt-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How children with L1 and L2 German use pleonastic constructions to express PATH and GROUND in a serious-game based assessment tool<\/a><\/p>\n\n\n\n<p>Faulkner: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Faulkner.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Faulkner.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Parental and educator attitudes towards bilingualism and multilingualism for children with Special Educational Needs and Disabilities (SEND) in Quebec<\/a><\/p>\n\n\n\n<p>Fayter, Cutting, Mirkovic and Lee: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Fayter.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Fayter.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The relationship between meta-linguistic awareness and advanced theory of mind in bi\/multilingual and monolingual children<\/a><\/p>\n\n\n\n<p>Figueroa, Herman and Morgan: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Figueroa.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Figueroa.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How is narrative development related to early executive functions and language? A longitudinal study in deaf and hearing children<\/a><\/p>\n\n\n\n<p>Gowenlock, Norbury and Rodd: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Gowenlock.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Gowenlock.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Exposure to language in video and its impact on linguistic development in children aged 3-11: A scoping review<\/a><\/p>\n\n\n\n<p>Grimes, McKean and Smith: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Grimes.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Grimes.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Examining the linguistic, cognitive, and socio-cognitive factors driving language development trajectories using the Early Language in Victoria Study<\/a><\/p>\n\n\n\n<p>Izoukha, Charaa and Louriz: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Izoukha.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Izoukha.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Influence of the Amazigh Vowel Inventory on Amazigh EFL Learners<\/a><\/p>\n\n\n\n<p>Kolaiti: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Kolaiti.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Kolaiti.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Short-Term Memory in Dyslexia and Narrative Abilities of Greek-Speaking Dyslexic Children in Oral Discourse<\/a><\/p>\n\n\n\n<p>Liang and Mai: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Liang.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Liang.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Grammatical development in L1 Cantonese in bilingual children in Hong Kong: early costs and long-term convergence<\/a><\/p>\n\n\n\n<p>Magro and Gatt: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Magro.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Magro.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Impact of Speech and Language Impairments on 5-to-9-year-olds\u2019 Daily Lives<\/a><\/p>\n\n\n\n<p>Matsuoka and Chondrogianni: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Matsuoka.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Matsuoka.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Narrative macrostructure abilities of Japanese-English bilingual children; Investigating the effects of age, input, reading and schooling<\/a><\/p>\n\n\n\n<p>McKean, Jack, Haddad Moussa, Bassaj Hamada, Messara, Kouba Hreich, Trebacz, Floccia and Khattab: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/McKean.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/McKean.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Examining barriers and enablers to language enriching early education and care at systems, structural and process levels in Lebanon<\/a><\/p>\n\n\n\n<p>Merlo and Puig Mayenco: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Merlo.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Merlo.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Beyond the household: unveiling the impact of the bilingual experience on reading comprehension in Spanish as a Heritage language<\/a><\/p>\n\n\n\n<p>Nam and Waxman: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Nam.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Nam.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Effect of Object Naming on Infants&#8217; Memory and Reasoning About Objects: Evidence From a Change Detection Task<\/a><\/p>\n\n\n\n<p>Pang, Zhou, Nie and Mai: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Pang.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Pang.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Narrative Macrostructure Profiles of Cantonese-English Bilingual Children and Contributing Factors<\/a><\/p>\n\n\n\n<p>Pronina, Florit-Pons, Coego and Prieto: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Pronina-1.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Pronina-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Gesture, prosody and sentence imitation in neurotypical and clinical preschool and primary children<\/a><\/p>\n\n\n\n<p>Putnam, Karpinsky, Covello, Lee, Harris, Strang, Parish-Morris and Harrop: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Putnam.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Putnam.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Getting to Know You: Feasibility of a Naturalistic Language Sampling Protocol with School-Aged Autistic Children<\/a><\/p>\n\n\n\n<p>Rodenhurst and Messenger: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Rodenhurst.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Rodenhurst.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Comparing bilingual and monolingual children\u2019s interpretation of novel-verb sentences<\/a><\/p>\n\n\n\n<p>Roux and Soler Millan: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Roux.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Roux.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The Acquisition of Initial Stress in French<\/a><\/p>\n\n\n\n<p>Viertel, Paleczek and Seifert: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Viertel.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Viertel.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Assessing receptive grammar skills using novel task formats in groups: Findings from construction and piloting with pre-school and primary school children<\/a><\/p>\n\n\n\n<p>Wang: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Wang.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Wang.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Children\u2019s Emotional Development Through Parent-child Bilingual Picturebook Reading<\/a><\/p>\n\n\n\n<p>White, Sherlock, Solaiman, Bannard, Fricke, Levickis, McKean, Pine, Salter and Matthews: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/White.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/White.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Evaluating a digital service for parents to support toddler language development: A pilot and feasibility service<\/a><\/p>\n\n\n\n<p>Zahra, Borg, Clegg and Gatt: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zahra.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zahra.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Primary school aged children with a history of maltreatment: a scoping review on linguistic profiles and service provision<\/a><\/p>\n\n\n\n<p>Zhang: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhang-1.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhang-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">The early acquisition of functional word de(\u7684) in Mandarin-speaking children<\/a><\/p>\n\n\n\n<p>Zhao, Serratrice and Cameron-Faulkner: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhao.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhao.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Multicultural families\u2019 home and community language environment<\/a><\/p>\n\n\n\n<p>Zhou, Mai, Cai and Cheng: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhou.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/Zhou.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Beyond Words: Referential Gesturing in Bilingual and Monolingual Mother-Child Dyads and Its Role in Early Development<\/a><\/p>\n\n\n\n<p>Zuniga-Montanez, Davies, Ligoxygakis, Ka\u0161\u010delan and Gonzalez-Gomez: <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/CLSabstractScR.pdf\" data-type=\"link\" data-id=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/files\/2024\/07\/CLSabstractScR.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">How did COVID-19 affect young children\u2019s language environment and language development? A scoping review<\/a><\/p>\n\n\n\n<p class=\"has-text-align-right\"> <a href=\"#top\" data-type=\"internal\" data-id=\"#top\">Back to top<\/a> <\/p>\n","protected":false},"excerpt":{"rendered":"<p>Page navigation 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 &hellip; <a href=\"https:\/\/blogs.ncl.ac.uk\/cls2024\/programme\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":4055,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-89","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/pages\/89","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/users\/4055"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/comments?post=89"}],"version-history":[{"count":78,"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/pages\/89\/revisions"}],"predecessor-version":[{"id":401,"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/pages\/89\/revisions\/401"}],"wp:attachment":[{"href":"https:\/\/blogs.ncl.ac.uk\/cls2024\/wp-json\/wp\/v2\/media?parent=89"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}