Contributions
This document serves as an adjunct for understanding the nature of the TALK data and its accompanying codebook. Specific information and citations are provided for the individual measures used. Additionally, the timeline/protocol used within the project is detailed in this document.
This codebook contains the information needed to understand the variable naming conventions and structure for the TALK dataset from the larger Longitudinal Assessment of Late Talking Toddlers project.
This dataset contains the data from the overarching project that was collected via Vocabulary Acquisition and Usage for Late Talkers (VAULT) protocol. Specifically, this data was collected through the Tackling Acquisition of Language in Kids (TALK) protocol.
This file contains information on how to calculate the used D-scores from the raw data provided. Additionally, the contained dataset is in long-format, which may cause difficulties for performing certain operations/analyses on the data.
This document serves as an adjunct for understanding the nature of the VAULT data and its accompanying codebook. Specific information and citations are provided for the individual measures used. Additionally, the timeline/protocol used within the project is detailed in this document.
This codebook contains the information needed to understand the variable naming conventions and structure for the VAULT dataset from the larger Longitudinal Assessment of Late Talking Toddlers project. Information is available for all timepoints.
This dataset contains the data from children who received the Vocabulary Acquisition and Usage for Late Talkers (VAULT) protocol. Data are provided for baseline, pretest, during treatment, post treatment, and maintenance follow-up measures for 68 children.
This project includes data from 2 related studies. Wave 1 includes data from 68 toddlers who participated in the Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment protocol.
This dataset incudes data from 248 second graders (7- to 8-year-olds) with typical development from three states. One hundred sixty-seven were monolingual English-speaking and 81 were dual Spanish- and English-speaking.
Word knowledge is critical for speaking, reading and writing, yet a substantial proportion of children with language impairment demonstrate poor word learning and consequently poor vocabulary.
