Dissertationen zum Thema „Speech development of children“
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Holm, Alison. „Speech development and disorder in bilingual children“. Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.
Der volle Inhalt der QuelleNicol, Anthony. „Speech-enabled application development for young children“. Thesis, University of Central Lancashire, 2005. http://clok.uclan.ac.uk/19077/.
Der volle Inhalt der QuelleHockley, Neil Spencer. „The development of audiovisual speech perception“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22526.
Der volle Inhalt der QuelleHide, Megan Jayne. „Treatment effects on cluster development in the speech of 4-year-old children with speech disorder“. Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1447.
Der volle Inhalt der QuelleNathan, Elizabeth. „The development of speech processing skills in children with and without speech difficulties“. Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/1349803/.
Der volle Inhalt der QuelleAdams, Anne-Marie. „Phonological working memory and speech production in young children“. Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283918.
Der volle Inhalt der QuelleGeronikou, E. „Speech processing and morphological development in Greek-speaking children“. Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15856/.
Der volle Inhalt der QuelleYoungdahl, Carla L. „The Development of Auditory “Spectral Attention Bands” in Children“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437576113.
Der volle Inhalt der QuelleGrobler, Isabella Johanna. „Speech motor development of Afrikaans speaking children aged four to seven years“. Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01112007-154045.
Der volle Inhalt der QuelleProctor-Williams, Kerry. „First Words to Stories: Language Intervention for Preschool Children“. Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1844.
Der volle Inhalt der QuelleBaker, Alison Marie. „Language Profiles And Development Of Children With Childhood Apraxia Of Speech“. Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1584791531745808.
Der volle Inhalt der QuelleVance, Margaret Anne. „Speech processing and short term memory in children with normal and atypical speech and language development“. Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271647.
Der volle Inhalt der QuelleBroome, Kate. „Describing speech abilities and trajectories of speech development in a heterogeneous group of children with autism“. Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27652.
Der volle Inhalt der QuelleClayborne, Katherine. „Perceptions of How Infant-Directed Speech Influences Language Development in Children“. Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127216.
Der volle Inhalt der QuelleThe present study was proposed to find out if there was a relationship between perceptions of exposure to infant-directed speech to children and their language development. This study contained 123 participants composed of undergraduate students. They were all asked to fill out the Language Development Questionnaire to measure their perceptions of the language skills of a child presented in a video. No significant relationship was found between use or non-use of infant directed speech and rating of language skills. Findings suggest that individuals may not necessarily perceive language skills as more inadequate due to a child’s exposure to infant-directed speech.
MacSweeney, Mairead Finola. „The development of short-term memory in deaf children“. Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313653.
Der volle Inhalt der QuelleLewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams und Danielle Py. „An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.
Der volle Inhalt der QuelleMcGahey, Holly Jannice. „Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate“. [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/unrestricted/McGahey051804f.pdf.
Der volle Inhalt der QuelleTitle from electronic submission form. ETSU ETD database URN: etd-0429104-112749. Includes bibliographical references. Also available via Internet at the UMI web site.
Leung, Kam-po Kenneth, und 梁錦波. „Development of the Cantonese hearing in noise test for children (CHINT-C)“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29152112.
Der volle Inhalt der QuelleMoe, Joanna E. „The development of children's spoken and written explanations“. Thesis, University of Bristol, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329912.
Der volle Inhalt der QuelleMcNeill, Brigid. „Advancing spoken and written language development in children with childhood apraxia of speech“. Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1462.
Der volle Inhalt der QuelleRyu, Joanne J. „SPEECH AND LANGUAGE DEVELOPMENT OF BILINGUAL DEAF AND HARD OF HEARING CHILDREN“. Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3754.
Der volle Inhalt der QuelleCaldwell, Meghan Elizabeth. „Development of Psychometrically Equivalent Speech Audiometry Materials for Testing Children in Mongolian“. Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3139.pdf.
Der volle Inhalt der QuelleZhu, Hua. „Phonological development and disorder of Putonghua (modern standard Chinese)-speaking children“. Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312002.
Der volle Inhalt der QuelleSchwarz, Iris-Corinna. „Speech perception, phonological sensitivity, and articulation in early vocabulary development“. Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20360.
Der volle Inhalt der QuelleKim, Minjung. „Phonetic and phonological development of word-initial Korean obstruents in young Korean children /“. Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/8260.
Der volle Inhalt der QuellePugh, Jenna L. „Relationship Between a Measure of Social and Emotional Development and Early Communication Development in Young Children with Cleft Palate“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1199.
Der volle Inhalt der QuelleSchwarz, Iris-Corinna. „Speech perception, phonological sensitivity, and articulation in early vocabulary development“. View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20360.
Der volle Inhalt der QuelleA thesis submitted for the degree of Doctor of Philosophy, University of Western Sydney, College of Arts, School of Psychology, May 2007. Title from title screen. Includes bibliographical references. Thesis minus appendices also available online at: http://handle.uws.edu.au:8081/1959.7/20360.
Gibbon, Fiona E. „Lingual articulation in children with developmental speech disorders“. Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/581284.
Der volle Inhalt der QuelleDerman, Zelda. „The development of an Afrikaans speech assessment procedure for hearing impaired children, and its use in comparing phoneme development under two curricular approaches“. Thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/23200.
Der volle Inhalt der QuelleChan, Cousin. „Consonant-vowel co-occurrence in early speech development of normal Cantonese-speaking children“. Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207822.
Der volle Inhalt der Quelle"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
Waller, Jakia L. „SPEECH AND LANGUAGE DEVELOPMENT IN CHILDREN WHO EXPERIENCE MULTIPLE OUT OF HOME PLACEMENTS“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029869019.
Der volle Inhalt der QuelleScherer, Nancy J., A. P. Kaiser, J. Frey und Sarah Boyce. „Early Speech & Language Development in Internationally Adopted Children with Repaired Cleft Palate“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1538.
Der volle Inhalt der QuelleMcLeod, Sharynne, Sarah Verdon und Caroline Bowen. „International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1997.
Der volle Inhalt der QuelleKennedy, Stephanie Phillipa. „Freedom for speech : outdoor play and its potential for young children's conceptual, linguistic and communicative development“. Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=107.
Der volle Inhalt der QuelleJones, Beth Ann. „Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5281.
Der volle Inhalt der QuelleKellogg, Loretta Marcia. „Temperament and Language Development in First Grade Children“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5283.
Der volle Inhalt der QuelleTse, Ka-wing Karen. „Intelligibility and acceptability in Cantonese-speaking children with cleft palate test development /“. Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279344.
Der volle Inhalt der Quelle"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
Kirkby, Laura, Mallory Dingess, Jamesa Ewing, Whitney Salvers und Kerry Proctor-Williams. „Development of Metalinguistic Awareness: Evidence from Children’s Overt Productions“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1831.
Der volle Inhalt der QuellePierro, Melissa A. „Vocabulary Comprehension in Children with Autism“. FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/862.
Der volle Inhalt der QuelleGergits, Elizabeth K. „The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /“. View online, 2010. http://repository.eiu.edu/theses/docs/32211131524724.pdf.
Der volle Inhalt der QuelleBaker, Elise, A. Lynn Williams, Sharynne McLeod und Rebecca McCauley. „Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5556.
Der volle Inhalt der QuellePaladino, JoDe Berk Laura E. „Private speech in children with autism developmental course and functional utility /“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398691&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181312973&clientId=43838.
Der volle Inhalt der QuelleTitle from title page screen, viewed on June 8, 2007. Dissertation Committee: Laura E. Berk (chair), Karla Doepke, Stacey Jones Bock, Dawn McBride. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.
Zhou, Jing. „Pragmatic development of mandarin-speaking children from 14 months to 32 months“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23294322.
Der volle Inhalt der QuelleMoffatt, Caroline Prater. „Language and Memory Development in the Three and Four Year Old“. PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4628.
Der volle Inhalt der QuelleMaphalala, Zinhle. „Phonological development of first language isiXhosa-speaking children aged 3;0-6;0 years a descriptive cross-sectional study“. Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2925.
Der volle Inhalt der QuelleScherer, Nancy J., A. Lynn Williams und Kerry Proctor-Williams. „Early and Later Vocalization Skills in Children with and Without Cleft Palate“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/1774.
Der volle Inhalt der QuelleAcker, Twanette. „The patterns of development in generated narratives of a group of typically developing South African children aged 5 to 9 years“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20048.
Der volle Inhalt der QuelleENGLISH ABSTRACT: Narrative skills have found to be a predictor of academic success with clear correlations to later reading and writing abilities in children. The quality of narratives and the language disorders displayed in specific clinical populations has also been correlated, making narratives a useful diagnostic tool. To be able to know what is atypical, one has to know what is normal. Normative based assessment materials are very limited in South Africa. Commercially available assessments are often inappropriate because of the complex nature of narratives and the influence of socio-economic, linguistic and cultural factors. There is therefore a need not only to develop appropriate assessment materials but also to obtain normative data for use in the South African context. The main research question this study attempted to answer is: What are the patterns of narrative development in normally developing children? A total of 62 typically developing children from schools in a middle class residential area was selected. Three different age groups were identified: Grade R (5 to 6 years), Grade 1 (6 to 7 years) and Grade 3 (8 years 6 months to 9 years 6 months) based on their different exposure to literate language. It was assumed that they would display distinct patterns of narrative development, with an increase in the complexity of narrative features with age. A wordless picture book, regarded as appropriate for the South African context, was developed and used to elicit a narrative from each participant. Narratives were analysed using a comprehensive narrative assessment protocol. Assessment areas included macrostructure, microstructure, use of literate language and the use of abstraction. Results were compared in terms of group differences and developmental trajectories. The assessment protocol showed similar story lengths in all age groups, suggesting that when the developed wordless picture book was used as elicitation stimulus, any significant differences between groups could be of diagnostic value. Results showed clear developmental trajectories in terms of macrostructural measures. The group differences between Grade R and Grade 1 in terms of microstructural measures were not significant. There was, however, a significant increase in terms of syntactic complexity and lexical diversity from Grade R to Grade 3. No significant development was observed in terms of the use of literate language features across the year groups and a group effect was offered as a possible explanation. In contrast to concrete statements, children as young as 5 years old used mainly abstractions in their generated narratives.
AFRIKAANSE OPSOMMING: Narratiefvaardighede is nie net ‘n voorvereiste vir akademiese sukses nie, maar korreleer ook met lees- en skryfvaardighede in kinders. Weens die korrelasie tussen die kwaliteit van narratiewe en die taal van kinders met spesifieke taalgestremdhede, het narratiewe ook diagnostiese waarde. Om te weet wat atipies is, moet ‘n mens weet wat normaal is. Normatiewe evaluasiemateriaal is baie beperk in Suid-Afrika. Die evaluasies wat kommersieël beskikbaar is, is dikwels ontoepaslik weens die kompleksiteit van narratiewe en die invloed van sosioekonomiese, linguistiese en kulturele faktore. Dit is daarom belangrik om geskikte evaluasie materiaal te ontwikkel en normatiewe data te bepaal vir gebruik in die Suid-Afrikaanse konteks. Met hierdie studie is daar gepoog om die volgende navorsingsvraag te beantwoord: Hoe ontwikkel narratiewe in normaal ontwikkelende kinders? ‘n Totaal van 62 tipies-ontwikkelende kinders is geselekteer uit hoofstroomskole in ‘n middelklas residensiële omgewing. Drie verskillende ouderdomsgroepe is geteiken op grond van hulle blootstelling aan geletterdheidstaal: Graad R (5 – 6 jaar), Graad 1 (6 – 7 jaar) en Graad 3 (8 jaar 6 maande – 9 jaar 6 maande). Daar is aangeneem dat die groepe baie spesifieke patrone in narratiefontwikkeling sou toon, met ‘n toename in die kompleksiteit van narratiewe met toename in ouderdom. ‘n Woordlose prenteboek, wat beskou is as toepaslik binne die Suid-Afrikaanse konteks, is ontwikkel en gebruik om ‘n narratief van elke deelnemer te ontlok. Narratiewe is ontleed met behulp van ‘n omvattende evaluasieprotokol. Areas vir ontleding het makrostruktuur, mikrostruktuur, gebruik van geletterdheidstaal en die gebruik van abstraksie ingesluit. Resultate is vergelyk ten opsigte van groepsverskille en ontwikkelingspatrone. Die storielengte van die verkillende ouderdomsgroepe het ooreengestem en suggereer dat wanneer die woordlose prenteboek as ontlokkingstimulus gebruik word, enige beduidende verskille tussen groepe van diagnostiese waarde is. Die resultate het duidelike ontwikkelingspatrone getoon ten opsigte van makrostrukturele meetings. Groepsverskille tussen Graad R en Graad 1 was onbeduidend ten opsigte van mikrostrukturele metings. Daar was egter ‘n beduidende toename ten opsigte van sintaktiese kompleksiteit en leksikale diversiteit van Graad R tot Graad 3. Geen beduidende ontwikkeling is waargeneem ten opsigte van die gebruik van geletterdheidstaal oor die jaargroepe nie en ‘n groepseffek is as moontlike verduideliking gegee. Kinders so jonk as 5 jaar oud het hoofsaaklik abstrakte taal teenoor konkrete taal in hul narratiewe gebruik. Kliniese implikasies vir spraak- en taalterapeute is bespreek.
Carroll, Lianne. „Language development and its relationship to theory of mind in children with high-functioning autism“. Thesis, Queen Margaret University, 2007. https://eresearch.qmu.ac.uk/handle/20.500.12289/7435.
Der volle Inhalt der QuelleJohnson, Nancy Ann. „Gender Differences in the Language Development of Late-talking Toddlers at Age 3“. PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5253.
Der volle Inhalt der QuelleKinsella, Angela. „Developmental limb apraxia in deaf children : an objective assessment“. Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/2923.
Der volle Inhalt der QuelleThis study determines the presence of developmental limb apraxia in deaf signing children and in an oral hearing-impaired child who presents with oral apraxia. The VICON 370 Motion Analysis System was adapted to objecitvely assess the presence of this disorder and to illustrate differences in patterns of movement between the experimental and control subjects.The execution of motor performance of praxic functioning was analysed on a continuum of complexity across signs, gestures and meaningless movement sequence. Qualitative measures of kinematic abnormalities, spatial parapraxias, temporal qualities, quantitative elbow joint angles, resultant tractories of elbow position and wrist joint centre were obtained.