CVC2026-685 – Assessing ethnolinguistic vitality and language transmission through institutional support: The case of Amazigh children’s programming on Tamazight TV in Morocco
Ibrahim Bouylagman, Mohammed First University Morocco, Morocco
CVC2026-677 – A bibliometric analysis of shared book reading in children with autism spectrum disorder
Christeen Aleena Thomas, Manipal Academy of Higher Education, India; Sunila John, Manipal Academy of Higher Education, India
CVC2026-675 – Checking inside the child: A case example of children’s perspectives on speech sound disorders
Alexis Moser, Florida State University, United States; Malachi Henry, Indiana University Bloomington, United States
CVC2026-674 – Checking outside the box: A practical checklist for holistic assessment of speech sound disorders
Malachi Henry, Indiana University Bloomington, United States; Alexis Moser, Florida State University, United States
CVC2026-673 – “This is me”: Children’s drawings as multimodal meaning-making, identity construction and participation in early childhood
Josephine Deguara, University of Malta, Malta
CVC2026-706 – Culturally responsive methods of assessing and diagnosing speech sound disorder in Lithuanian-Icelandic multilingual children: A converging evidence approach
Zivile Vaisyte, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Thora Másdóttir, University of Iceland, Iceland; Daiva Kairienė, Vtyautas Magnus University, Lithuania
CVC2026-705 – Supporting multilingual learners in Icelandic preschools: Interaction of educators’ beliefs, practices, and institutional conditions
Berglind Jónsdótiir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Jóhanna T. Einarsdóttir, University of Iceland, Iceland; Mark Guiberson, University of Wyoming, United States
CVC2026-700 – Collaboration between speech pathology and education to screen children’s speech
Felicity Laurence, Charles Sturt University, Australia; Sharynne McLeod, Children’s Voices Centre, Charles Sturt University, Australia; Sarah Verdon, Charles Sturt University, Australia; Lisa Johnson, Catholic Education Tasmania, Australia; Kathryn Crowe, University of Iceland, Iceland; Charles Sturt University, Australia; Nicola Ivory, Charles Sturt University, Australia
CVC2026-691 – From “correct English only” to full voice: How a Lagos teacher used bilingual storytelling (Yoruba English) to create inclusive literacy circles for early learners
Abayomi Olaofe, Lagos State University, Ojo, Lagos