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1
Law, Yu-hang Winifred. "Instructional strategies for children with learning difficulties in the regular secondary classrooms : views of secondary school teachers /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16121569.
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Leung, Chi-hung, and 梁智熊. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956543.
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Leung, Chi-hung. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1368663X.
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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.
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Wong, Tsui-ting Peony. "Late talkers in Cantonese the productive language outcome and the relationship between phonetic development and lexicon size /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890902.
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Thesis (B.Sc.)--University of Hong Kong, 2003."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.
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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.
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Williams, Thomas Edwin. "A multimodal approach to the assessment and treatment of children with learning difficulties." Thesis, Connect to e-thesis, 1987. http://theses.gla.ac.uk/662/.
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Thesis (Ph.D.) - University of Glasgow, 1987.Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.
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Law, Yu-hang Winifred, and 羅汝珩. "Instructional strategies for children with learning difficulties in the regular secondary classrooms: views ofsecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958758.
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Landis, Brenda Coldren. "Training secondary LD students in the use of semantic maps : effects on prose recall." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/441107.
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The purpose of this study was to determine if instructing secondary learning disabled students in how to use semantic maps and requiring the students to use semantic maps to study a passage would affect the recall of the passage after a 24 hour delay. An attempt was also made to determine if using a sequential list of the main points of the passage would affect delayed recall in the same positive way as did the use of the semantic maps. Four secondary learning disabled students who evidenced difficulty in recalling prose material after a 24 hour delay were selected for this study.A multiple baseline design across subjects using a multiple probe technique was used in this study. During baseline, students read a prose passage and were told to study it as they usually studied for a test since they would be asked questions about the passage the following day. Twenty-four hours later students were read 10 short-answer questions and their answers were recorded. Each student was in turn trained to use a semantic map to study a prose passage after reading it. When students exhibited Proficiency in using the semantic maps, daily assessments ofrecall were again made. Results showed that each of the four students recalled substantially more items when using the semantic map than during baseline.A changing elements design was then used to determine if using a sequential list of the main items from the passage would result in the same high recall scores which resulted from using the semantic maps. The results from this part of the study were inconclusive.It was concluded that training in the use of semantic maps and the requirement that a semantic map be used for study, resulted in increased recall for the secondary leaning disabled students in this study. The question of whether some other organizational format would be as effective as the use of the map needs further investigation.
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Abbott, Sylvia Patricia. "The effect of phonological decoding and structural analysis training on the reading achievement of delayed readers in the intermediate grades /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7803.
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Midford, Nicole Anne. "Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4612.
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Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However, it does not seem that communication and socialization are developing independently of each other. Rather, it seems that their development is interrelated.Children learn to speak in a social context, and social situations are necessary for the development of a variety of language structure~ On the same note, in order for those language structures to develop normally, it is necessary for the child to participate in different social situations. Social interactionists have theorized for some time that human language develops out of the social-communicative functions that language serves in human relations. Vygotsky (1962) theorized that language development, social development, and cognitive development all overlap. He stated that a child's social means of thought is language and referred to this as "verbal thought." This verbal thought process serves a major social function. It is through this verbal thought process that children have the ability to be socialized by others and to socialize with others: If, in fact,Expressive language skills and socialization skills do develop together, it would then seem logical that the child who is late to begin talking would also experience initial deficits in the development of socialization Subsequently, it would seem that the late-talking child (L T) who has persistent deficits in language would, in turn, maintain chronic deficits in socialization. Results of a study which set out to investigate the differences between two and three-year old subjects with a history of LT and their normal language peers indicated that subjects with a history of LT are, in fact, at risk for persistent delays in both expressive language and socialization (Paul, Spangle Looney, and Dahm, 1991). The purpose of this study was to compare the language and socialization skills of a group of five-year olds with a history of LT to a group of normal subjects of the same age. If significant differences were found between the two groups in either area, the scores of the subjects with a history of LT at age two would be correlated with their scores at age five to investigate whether a significant relationship existed between their scores at both ages. It was hypothesized that the subjects with a history of LTwould be at risk for longterm delays in both language and socialization. More specifically, the group of subjects with a history of LT, as a whole, would show significant delays in the areas of expressive language and socialization as compared to the normal controls. It was further hypothesized that the subjects with a history of LTs' scores at the age of two would reliably predict their scores at five, given a significant deficit in either area. The Vineland Adaptive Behavior Scales VABS (Sparrow, Balla, & Cicchetti, 1984) was the test instrument used to gather the data at both age levels, five years and two years. Parents of 25 subjects with a history of L T and 25 normal subjects were interviewed by a trained graduate researcher on their child's communication, daily living and socialization skills using the VABS. Results of an ANOVA and Tukey multiple comparisons indicated that the subjects with a history of LT, as a whole, scored significantly lower than the normal subjects in the areas of expressive communication and socialization at age five. Since a proportion of the test items in the socialization domain of the VABS require the child to verbalize, an item analysis between the verbal and the nonverbal test items was performed to determine the influence of the verbal test items on the subjects with a history of LTs' socialization scores. Results of the item-analysis indicated that the subjects with a history of L T's poor performance on the socialization scale was due to their deficits in social skills not their deficits in expressive language. Lastly, a Pearson Product Moment Correlational Test was conducted to investigate the relationship between the subjects with a history of LTs' scores at age two on the communication and the socialization scales and their scores at age five on the same scales. Results indicated that the subjects with a history of LTs' scores on both the socialization scale and the communication scale at age two correlated significantly with their scores on the socialization scale at age five. Therefore, the subjects with a history of LTs' socialization and communication scores at age two are good predictors of their adaptive social skills at the age of five.
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Hare-Blye, Cynthia Lee. "Gender Differences in Slow Expressive Language Development." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4854.
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The contemporary research suggests that some children who present with early language delays as toddlers outgrow their delays while others continue to develop long-term language difficulties. Several studies over the years have focused on factors that might aid in predicting the outcome of late talkers. This current study emphasized exploring gender as a possible predictive factor. The purpose of this study was to determine if significant differences exist in the rate of growth in language skills, as indexed by scores on the Developmental Sentence Scoring (DSS) procedure (Lee, 1974) of boys versus girls who are late to start talking as toddlers. The research hypothesis was that boys who present as LT toddlers would score significantly higher than LT girls at each age level tested. The DSS is a norm-referenced instrument that assesses age-appropriate morphological development and syntax. The LT subjects used were part of the Portland Language Development Project, a longitudinal study. Spontaneous speech samples were collected, transcribed, and analyzed using the DSS procedure once each year from the time they were approximately 3 years of age, until the age of 7. Late talking children in this present study were grouped by gender. A Chi Square test was used to determine if the proportion of males scoring above the 10th percentile on the DSS was significantly different than the proportion of females scoring above the 10th percentile at each age. Results from this analysis indicated that at the age of 3 years, more boys than girls scored above the 10th percentile on the DSS. There were no significant differences found at the ages of 4, 5, 6, and 7. At-test was used to compare average DSS scores between the two genders for each year of the study. This test revealed a significant difference between the LT girls' and LT boys' scores at the age of 3 years. No significant differences were found for the subsequent years. However, difference between boys' and girls' scores at age 7 approached significance, with boys again scoring higher.
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Hui, Wu-on Louise. "Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD) /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18543856.
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Alqallaf, Bader. "The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study)." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19281.
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This study addressed two main areas in the field of special education needs. First, it considered the concepts of MLD\Slow learning and the different ways to understand and recognise such terms in England and Kuwait. Second, it considered the stability of the social participation of children identified as having MLD\Slow learning in mainstream primary schools in both countries. The study utilized a cross-cultural design, which relies heavily on longitudinal and ethnographic approaches. In each country, two mainstream primary schools agreed to participate (i.e., four schools in total), comprising 22 children with MLD in England and 31 with slow learning in Kuwait. The results indicated that the concept of MLD was unclear to the participants, and that there was no procedurally objective way that could be followed to assess or recognise children with MLD in England. On one hand, this could lead to different assessment results for one child; on the other hand, it could also provide a flexible system through which MLD can be assessed in multiple ways. In contrast, slow learning in Kuwait is assessed objectively based solely on the IQ test as a main method, which could question the validity of the assessment. The results indicated that children with MLD in England were not found to be a homogenous group in terms of their social participation. Nonetheless, most of them displayed positive social participation with their typically developing children, as they were accepted to some extent by their peers and showed a good extent of friendship with their peers. Their social interactions were no different compared to that of their non-SEN peers. In contrast, the children with slow learning displayed no social interaction or friendship with their non-SEN peers who showed little acceptance of slow learning children. The results also indicated that the dimensions of friendship and peers’ acceptance levels were inter-related to some extent and could predict each other, albeit weakly with the dimension of social-self-concept.
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Smith, Rita Louise. "Story retelling skills in 4-year-olds with histories of normal and delayed language development." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4281.
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There is a growing group of researchers who believe that narrative skills are the bridge from oral language to literacy (Culatta, Page, & Ellis, 1983; Roth & Spekman, 1989; Westby, 1989). Narrative production requires higher level language skills to create a cohesive discourse unit using decontextualized language. Narrative ability has also been found to be the best predictor for normal speech and language development for preschoolers with language impairments (Bishop & Edmundson, 1987) and reading comprehension achievement for learning-disabled, school-age children (Feagans & Applebaum, 1986) . These same skills are prerequisites for achievement of literacy and school success.
The purpose of the present study was to compare the story retelling ability of 4-year-olds who did not achieve normal expressive language milestones at age 2 with those who did. The original group size was 22 children with normal expressive vocabulary size at age 24-34 months, and 23 children whose expressive vocabulary size fell below the normal range at 24-34 months referred to as "late talkers."
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Johnson, 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.
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Language is a major part of a child's early developmental growth. Research examining early language shows a wide variation in the rate of language acquisition and its pattern of development. These variations also exist when language development is delayed. The purpose of this study was to investigate the possibility of a relationship between gender and language delay by looking for significant differences in the language skills of 3-year-old boys and girls who were identified as late-talkers (LTs) at the age of 2. Data used for analysis in this study were retrieved from data collected earlier as part of the Portland Language Development Project (PLDP) and a concurring study of late-talking girls. Subjects for this study were drawn from these larger cohorts. The files of all prospective subjects were examined for an expressive vocabulary of less than 50 words at 20-34 months, and for participation in the follow-up evaluation at age 3. Final selection of subjects for this study included 23 boys and 16 girls. Scores from five previously administered assessment measures were compiled for analysis, including the Developmental Sentence Score (DSS), the Expressive OneWord Picture Vocabulary Test (EOWPVT), the Goldman-Fristoe Test of Articulation (GFTA), the Test of Auditory Comprehension of Language-Revised {TACL-R), and the Peabody Picture Vocabulary Test-Revised. These measures were administered as part of the PLOP and the study of late-talking girls. Mean scores for the boys and the girls were computed for each assessment measure. A two-tailed t-test was used to analyze the differences between these mean scores. The results revealed a significant difference, beyond the .05 level of confidence, between the boys' and girls' scores for the EOWPVT. Although no other significant differences were found, it was noted that the boys' scores were consistently higher than the girls' scores on all measures. It was also noted that, on 4 out of 5 assessment measures, a higher percentage of girls did not respond or could not complete the test due to inability to attend. The fifth measure, the PPVT-R, was completed by all subjects.
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Jones, 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.
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Language is the way in which individuals are able to express ideas, feelings, needs, expectations, and form relationships with others in their surrounding environment. A disruption in language development may negatively impact a child's social development. Research shows that children with language delays or disorders tend to have increased social and behavioral difficulties (Cantwell & Baker, 1977; Caulfield, Fischel, DeBaryshe, & Whitehurst, 1989). However, research has not examined temperament differences in young children with language delays or disorders. The question this study sought to answer was: Is there a significant difference in the dimensions of temperament between children with a history of slow expressive language development and their peers with normal language development? The subjects in this study ranged in age from 64 to 74 months. They included 33 children with a history of slow expressive language development (SELD) and 27 children with normal language development. The temperamental characteristics of each of the subjects was assessed by ratings provided by their parents, utilizing the Parent Temperament Questionnaire for Children (Thomas, Chess, & Korn, 1977), a questionnaire to assess the way a child behaves during everyday situations. The question was analyzed by calculating the means and standard deviations for the nine temperament dimensions for· the two groups. To determine if there were significant differences among the two groups, two tailed t-tests were computed at the .05 level of significance. The Parent Temperament Questionnaire for Children (Thomas et al., 1977) showed the children with a history of slow expressive language development to have significantly different scores in the dimensions of approach-withdrawal and intensity of reaction than the subjects with normal language development at 5 years of age.
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Saunders, Shelly. "A study in the language acquisition styles of language delayed toddlers." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4106.
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The purpose of the present study was to determine if language delayed toddlers, 18 to 30 months of age, were at one end of the referential/expressive continuum. It was this researcher's hypothesis that due to the restricted vocabulary of children who use an expressive language style, that the delayed toddlers would tend to be more expressive speakers.
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McFarland, Lisa L. "A study of the narrative skills in kindergarten children with normal, impaired, and late developing language development." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4417.
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Children's narrative language plays a critical role in guiding the transition between oral language and literacy (Roth & Spekman, 1989; Westby, 1989). Narrative comprehension and production by normally achieving and language delayed school-aged children have been studied. Many of these studies have involved story retellings. Few have studied how spontaneously produced narratives are organized especially by young children.
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Law, Man-shing, and 羅萬成. "Social status and friendship patterns among students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957973.
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Kellogg, Loretta Marcia. "Temperament and Language Development in First Grade Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5283.
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Many young children develop language over a broad range of ages yet present as having normal language development. When language development lags behind what is considered a normal time line, it is important to consider the various factors that may contribute to the delay in development. The purpose of the current study was to examine various aspects of temperament among three groups of children with varying language histories. The specific question to be answered was, do significant differences occur on parent and clinician questionnaires of temperament among three groups of first grade children demonstrating varying levels of language development: those with normal language (NL), those with a history of expressive language delay (HELD), and those with chronic expressive language delay (ELD)? Subjects for this study included 23 subjects in the NL group, 22 subjects in the HELD group, and 6 subjects in the ELD group. The groups were compared utilizing the Temperament Assessment Battery for Children (TABC) on six variables of temperament on Parent Forms and five variables of temperament on Clinician Forms. The data were analyzed to see if significant differences existed among the language diagnostic groups. On the Parent Forms, a trend towards low approach/withdrawal characteristics was observed between the NL and ELD groups. On the Clinician Forms, a significant difference was observed on the variable, approach/withdrawal, between the NL group and HELD group. Both parametric and non-parametric analyses were in agreement on this finding. The suggestion that low approach/withdrawal tendencies exist within late talking children may be the long term result of interaction between expressive language delayed children and the communication environment. These results must be viewed tentatively because the sample groups were of unequal numbers. If all diagnostic groups had been of equivalent size, the results may have been yielded stronger significance.
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James, Denise Elaine. "A comparison of the maladaptive behaviors of normal, language delayed, and late talking toddlers." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3894.
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People use language to communicate their needs and intentions, to express emotions, and to form relationships. It seems likely that a disruption in children's language development would have a negative impact on their social development. There is extensive research that shows that school age children with delayed language are "at risk" for increased maladaptive behaviors (Cantwell and Baker, 1977). Whether this is also true for children in the earliest stages of language development is not yet known.
The questions this study sought to answer were: 1) Is there a significant difference in the severity and frequency of maladaptive behaviors seen in language delayed children, children who were "late talkers," or children with normal language? and 2) Is there a significant difference among the three subject groups in terms of which behaviors parents are the most concerned about·?
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Johnson, Karen Elaine. "A Study of the Narrative Skills in 6-year-olds with Normal, Impaired, and Late Developing Language." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4595.
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Proficiency in various higher level language skills is necessary to integrate and organize units of meaning beyond the sentence level. Examining narratives has become a useful tool for assessing these language abilities. Narrative skills are considered by many researchers to be a strong link between oral language and literacy, and related to academic performance (Westby, 1991; Roth & Spekman, 1991). The present study was part of the Portland Language Development Project, a longitudinal study of early language delay. The purpose of this study was to assess higher level language abilities by examining the stories of 6-year-olds with normal, impaired, and late developing oral language. The specific objective was to determine whether there were differences on 9 measures of narrative skill in first graders that could be related to their pattern of language acquisition. The original group size was 24 children with normal expressive vocabulary size at age 20-34 months, and 30 children whose expressive vocabulary size fell below the normal range at 20-34 months referred to as "late talkers." These two groups of children were re-evaluated when in first grade. Each child was audiotaped producing a narrative and a spontaneous language sample. The Bus Story (Renfrew, 1977), a story retelling procedure, was administered for the narrative measure. When the spontaneous, conversational language samples were scored for syntactic complexity with Lee's (1974) Developmental Sentence Score (DSS), 22 (73°/o) of the original L T had scores in the normal range and were reclassified as "History of Expressive Language Delay" (Hx). The remaining 8 (27°/o) who continued to fall below the normal range were now classified as "Expressive Language Delayed" (ELD). The narrations produced by all of the children were scored on nine measures: narration length in T-units, mean length perT-unit in morphemes, type-token ratio, average number of morphemes in the five longest sentences, information retold, lexical richness, cohesion, percentage of new propositions produced, and narrative stage assignment. No significant differences were found among the three diagnostic groups on the following seven measures: narration length in T-units, mean length perT-unit in morphemes, type-token ration, information retold, lexical richness, cohesion, or percentage of new propositions produced. Significant differences were found among groups on the average number of morphemes in the five longest sentences. Both the normal group and the Hx group scored significantly higher than the ELD group. Significant differences were found between the normal group and both the Hx group and the ELD group on the measure of narrative stage assignment. The present study suggested that children with early language delay appear to "catch up" with normal peers in most areas of narrative ability by age 6. Of the variables examined in this study, the production of an overall mature narrative was the primary deficit noted in children with a history of expressive language delay. Language intervention should focus not only on morphology and syntax, but also on basic story grammar knowledge. Children with an expressive language delay as well as children with a history of language delay may need additional teaching and training of narrative skills in order to succeed with literacy.
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LaPlante, Rebecca Jayne. "The Relationship Between Cognitive Skills Measured by Piagetian Tasks at Age 2 and Linguistic Skills Measured by an Expressive Language Test at Age 4 in Normal and Late Talkers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4602.
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The purpose of this study was to examine the relationship between cognitive skills as measured by Piagetian tasks at approximately 2 years of age and expressive and receptive language scores from tests administered to the same children 2 years later. The questions this study sought to answer were: 1. Is there a significant difference in the performance of normal children and late-talking children on Piagetian cognitive assessment at age 2? 2. Is there a significant relationship between the cognitive scores at age 2 and language scores at age 4 in each of the two diagnostic groups? Sixty-four subjects participated in this study, 27 children with normal language and 37 children considered to be late talkers. These children are part of the Portland Language Development Project, a longitudinal study being conducted at Portland State University, Portland, Oregon. The instruments used to gather data for this study were the Uzgiris-Hunt Scales of Infant Psychological Development, the Test of Language Development (TOLD), and the Developmental Sentence Score (DSS). No significant difference was found between normal children and late-talking children on Piagetian tasks. No significant correlation was found between cognitive scores at age 2 and language scores at age 4. The only significant difference found between the groups was in relation to expressive language. The DSS and the expressive language score on the TOLD were significantly different between the normal and late talkers.
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Hernandez, Rita F. "A Study of the Narrative Skills of 7-Year Olds with Normal, Impaired, and Late Developing Language." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5070.
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The narrative, just like any lectured or monologue information which is shared, does not depend to any great extent on context. Therefore, ability to encode and decode the information to be presented verbally is required, that is, in order for the speaker to be able to verbalize what he or she wants to say while taking into consideration the listener's needs. This indicates that production of strong narratives depends on higher level language skills, and so children's narratives provide a sensitive means of assessing children's language development. The purpose of this study was to compare the narrative ability of children at second grade age, using a wordless picture book, with differing rates of language development. Subjects were assigned to three diagnostic groups, (normal, history of expressive language delay, and chronic expressive language delay) based on their original diagnoses at 20 - 34 months (normal or late-talker) and their Developmental Sentence Score (Lee, 1974) at second grade age. During the second grade assessment, each subject was audiotaped producing a spontaneous narrative using a wordless picture book. These narratives were scored on eight measures: Mean Length of Utterance per T-Unit, TypeToken Ratio, Narration Length in T-Units, Information, Average Sentence Length, Lexical Diversity, Cohesion, and Narrative Stage. Results of the ANOVA and the Duncan Test multiple comparison procedures revealed significant differences among the groups on only one variable - Mean Length of Utterance per T-Unit. Children in the normal language group and the history of expressive language delay group performed significantly better than the group of children with chronic expressive language delay. No significant differences were found between the normal language group and the history of expressive language delay subjects.
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Shiffer, Mary Elaine. "A comparison of communication intentions in toddlers between sixteen and thirty-four months of age." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3858.
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The purpose of this study was to compare the frequency and range of communication intentions in normally developing toddlers and ELD toddlers. Data were gathered from ten minute video tapes of low structured parent/child interaction by coding twelve communication intentions commonly acquired in the first two years of life and expressed with five modes of communication.
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Alenezi, Nouf. "Teachers' and parents' perspectives towards including 'slow learners' in mainstream schools in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24053.
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This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in two primary mainstream schools in the State of Kuwait. The concept of inclusion, through a review of major issues and limitations in the current practice of inclusion is highlighted by this case study. A multi-method data collection approach, using semi-structured interviews and critical discourse analysis of the policy document for inclusion in Kuwait, has led to identifying what has been done, so far in practice, for inclusion, as well as identifying the potential changes that need to be made. Kuwait is a signatory to the UNESCO Salamanca Statement, set out in 1994, which requires states to move towards systems "enabling schools to serve all children". However, to date, "inclusion" in Kuwaiti mainstream schools is limited to two groups of children: those with Down's Syndrome and those referred to as "slow learners", a term used to describe certain children with low IQ. All other children with special educational needs are educated in segregated settings. This study examines policy and explores participants' perspectives towards the inclusion of children identified as "slow learners" in primary mainstream schools in Kuwait, in order to arrive at insights which might further the policy and practice of supporting inclusion of children with special educational needs. This study found that the dominant conceptual model underpinning policy and practice in Kuwait is the "medical model" of disability, as the current understanding and practice of inclusion, teachers' and mothers' perspectives towards inclusion and articulation of the inclusion policy in Kuwait is informed, conceptualized and affected by this model. This understanding lends itself to practices of integration rather than inclusion, However, "the term 'inclusion' replaced 'integration' and is often contrasted with 'exclusion' " (Topping & Maloney, 2005, p.42). Inclusion means equal access and increasing the participation of students with special needs in mainstream school as promoted by the Salamanca Statement (UNESCO,1994), while integration means limited access and less participation of students with special needs in mainstream school, thus integration is "largely a 'disability' or SEN issue" (Topping & Maloney, 2005, p.42). This study also found that perspectives of inclusion are influenced by the social, cultural and religious context of the country. Finally, this study concludes that in the context of Kuwait, there is a clear effect of the cultural understanding of disability on the way that the current policy of inclusive education is represented. Such cultural influence not only affects the policymakers of the region and the way inclusion is implemented, but also it effects "slow learners" in the light of how disability and inclusion are constructed by the head teachers, teachers and mothers in this study. Such cultural and social values and beliefs of Kuwaiti culture pose obstacles to the existence of inclusion in Kuwait, as promoted by the Salamanca Statement. As a signatory to the Salamanca Statement, this study suggests that in order to adequately accommodate "slow learners" and other students with disability in mainstream schools in Kuwait, policy needs to be reconceptualised.
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Ho, Chi-ming. "Effects of cognitive-based reading strategies in enhancing higher-order comprehension of academically low-achieving students /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35280773.
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Elwood, Terril Joy. "Maternal linguistic input to normal and expressive language delayed toddlers." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3864.
Full textAbstract:
Research suggests that the linguistic environment of the expressive language delayed child is different from that of his peers. Does this difference actually exist and if so, what are its characteristics? The purpose of this study was to describe the linguistic characteristics of mothers' input to children with normal language acquisition and those of mothers of expressively delayed toddlers; and to identify any differences between these groups. Though considerable research exists in this area, few studies have dealt specifically with large groups of expressively delayed toddlers.
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Abild-Lane, Tracey. "Children with Early Language Delay: A Group Case Study of Outcomes in Intermediate Grades." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4953.
Full textAbstract:
Current research in early language development suggests that children who were diagnosed during preschool with expressive language delay would demonstrate difficulties during elementary school years (Scarborough and Dobrich, 1990). This purpose of the present study was to qualitatively describe the outcome of children with a history of early language delay and differing levels of expressive performance (ELD and HELD), as reported by the parents. A questionnaire was developed to determine the children's current age and grade level, past and present reading ability and reading interests, best and worst academic subject, special services and diagnosed disability, speech and language concerns, friendships concerns, and behavioral and motor issues. The study used Developmental Sentence Scoring (Lee, 197 4), which determined which children continued to function below the normal range at second grade. Once identified, these children were placed into two groups indicating early language delay (ELD) and history of early language delay (HELD). The data was collected from parent interviews and placed into tables for analysis. Case vignettes were developed for each ELD and HELD subject. The suggested trends from the study include: Differences in reading material, literacy related play activities, number of friends, and similar special services received in school.
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Jennings, Patricia Joan. "A comparison of the phonological skills of late talking and normal toddlers." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4082.
Full textAbstract:
In the present study, the speech of twenty-four normally speaking toddlers and twenty-eight late talking toddlers was analyzed with respect to the syllable structures produced during a speech sample. The groups were matched with regard to age, sex, and socio-economic status, all passed a hearing screening, and all scored at least 85 on the Bayley Scales of Infant Development.
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Jacobsen, S. Suzanne. "Identifying children at risk : the predictive validity of kindergarten screening measures." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31104.
Full textAbstract:
The early identification of children who are "at risk" of experiencing learning problems is of interest to educators and policymakers. Conflicting evidence exists regarding the efficacy of screening measures for identifying children "at risk". The rationale for screening programs is that early identification of problems allows for treatment which may eliminate more severe problems from developing. If a student is identified as "at risk", school personnel may intervene with remedial programs. Subsequently, if the student succeeds, the earlier prediction is no longer valid. The identification of "at risk" would appear inaccurate because the intervention was successful in improving skills. Researchers often measure the prediction of "at risk" with a correlation coefficient. To the extent that the intervention is successful, the correlation of the identification of "at risk" with later measures of achievement is lowered. One of the problems with research on early prediction has been failure to control for the effects of the interventions which were implemented as a consequence of screening. An evaluation of "at risk" prediction is important because results of screening procedures are used to make decisions about retentions and the allocation of special services.
The purpose of this study is to investigate the relationship between kindergarten screening measures and grade three achievement for two entire cohorts enrolled in 30 schools in one school district. The
analysis employs a two-level hierarchical linear regression model to estimate the average within-school relationship between kindergarten screening measures and grade three achievement in basic skills, and determine whether this relationship varies significantly across schools. The model allows for the estimation of the relationship with control for individual pupil characteristics such as age, gender and physical problems. The study examines the extent to which the relationship between kindergarten screening and grade three achievement is mediated by children receiving learning assistance or attending extended (4-year) primary schooling. The study also examines differences among schools in the kindergarten screen/achievement relationships and the achievement of "at risk" pupils by including school characteristics in the analysis.
The results of this study indicate positive relationships between kindergarten screening measures and achievement outcomes, even after controlling for age, gender and physical conditions. The kindergarten screen/achievement relationship did not vary among schools. The study failed to demonstrate that controlling for interventions would improve the kindergarten screen/achievement relationship; in fact the effects were in the opposite direction.
Levels of adjusted achievement of pupils who obtained scores at the cut-off point for risk status varied significantly among schools. The "at risk" pupils performed better on all four achievement measures in schools with high school mean-ability than similar pupils in schools with low school mean-ability.
These results show that progress in the study of the predictive validity of screening measures can be made through the use of
hierarchical regression techniques. Researchers need to give consideration to the effects of educational interventions and the contextual effects of schools.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Miller, Sherri Lynn. "Percentage of phonological process usage in expressive language delayed children." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4204.
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Language delay and phonological delay have been shown to coexist. Because they so often co-occur, it is possible that they may interact, sharing a relationship during the child's development. A group of children who were "late talkers" as toddlers, achieved normal development in their syntactic ability by the preschool period. Because their language abilities are known to have increased rapidly, data on their phonological development could provide information on the relationship between phonological and syntactic development.
The purpose of this study was to compare the percentage of phonological process usage of the eight most commonly used simplification processes in four-year-old expressive language delayed (ELD) children, children with a history of slow expressive language development (HX), and normally developing (ND) children. The questions this study sought to answer were: do ELD children exhibit a higher percentage of phonological process usage than ND children, and are HX children significantly different in their percentage of phonological process usage than ND and/or ELD children.
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Murray, Candace Jane. "Reading Abilities and Phonological Skills of Second Grade Children with Three Different Language Histories: Normal, Delayed, and Chronically Delayed." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5152.
Full textAbstract:
This study was part of the Portland Language Development Project, a longitudinal study of early expressive language delay. Its purpose was twofold. The first was to examine phonological and reading abilities in second grade children with a history of language delay. The second purpose was to examine the relationship between phonological processing abi1ities and reading skills in these children. Second grade children were assigned to one of three groups, based on their history and current Development Sentence Score (DSS) score: (a) normal language (NL), those with more than 50 words at 20-34 months and above the tenth percentile on the DSS; (b) history of delay, but currently normal expressive language (HX), those with fewer than 50 words at 20-34 months and above the tenth percentile on the DSS; and (c) history of delay with continued performance below normal (ELD), those with fewer than 50 words at 20-34 months and below the tenth percentile on the DSS. The children were evaluated by means of the Reading Recognition and Reading Comprehension subtests of the Peabody Individual Achievement Test (Dunn & Mackwardt, 1970), three complex phonological production tasks, and the Lindamood Auditory Conceptualization Test (LAC) (Lindamood & Lindamood, 1979), which assesses phonological awareness. This study compared the reading and phonologica1 scores of the three groups to determine if there are any significant differences. The results showed no significant differences in reading abilities. There were significant differences on the complex phonological task of naming pictures, between the NL and HX group, and there were significant differences on the LAC, between the NL group and the ELD group, and between the HX group and the ELD group. Reading and phonological scores of the children with a history of late talking were correlated, using a regression analysis to determine whether reading recognition and reading comprehension could be predicted from the phonological production and LAC tasks. The LAC was the only variable that correlated with the Reading Recognition or Reading Comprehension subtests. The LAC accounted for 39% of variance of the Reading Recognition score, and 27% of the variance of the Reading Comprehension score.
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Taylor, Meredith. "Working without credit : a case study of Quebec's IPL high-school program." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22630.
Full textAbstract:
In order to accommodate the needs and abilities of all students, many high schools have designed programs for those students who are unable to cope within regular high school streams. These alternative programs have included vocational education, work experience education, various forms of tracking, and within Quebec, the Individualized Paths for Learning Program (IPL). Individualized Paths for Learning was developed to allow "at risk" students to work towards their high school diploma at a more individualised pace, and to ease their transition into the work force through job skills training and work site experience. As this case study of an Individualized Paths for Learning program suggests however, IPL in practice provides very limited work and academic preparation for the students involved. Through interviews with students and staff, and participant observation within the classroom the limitations of the program become apparent. Yet paradoxically both students and staff were committed to the program and continued to subscribe to the importance of education which is fostered both socially and by the IPL program itself. Within this case study, the students' impressions of the IPL program were of special interest. It is their words, as those most involved and affected by it, that are used in analysis. While this study is specific to its setting it hopefully will provide insight into work education programs following similar principles.
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Foster, Halcyon J. Presmeg Norma C. "Already left behind what can be done for low achieving high school mathematics students? /." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128275.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: Norma Presmeg (chair), Cynthia Langrall, Tami S. Martin, Amelia Adkins. Includes bibliographical references (leaves 186-192) and abstract. Also available in print.
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Ryan-Laszlo, Catherine Marie. "Certain Phonological Skills in Late Talkers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4625.
Full textAbstract:
While there is general agreement among researchers in the field of language and learning disabilities upon the language hypothesis for reading failure, little research has been explored concerning the relationship between the phonological production skills of preschool children and the same children's prereading abilities in kindergarten. This study examined two aspects of phonological skill (a) the relationship of early phonological production errors and later success on phonological awareness and general prereading skill, and (b) determining if prereading deficits in a group of children with a history of lanquage delay reside specifically in the phonological awareness items or the prereading score in general. The subjects used for this study included 29 "normal" talkers and 30 "late talkers", as determined by the Language Development survey (Rescorla, 1989) when the subjects were between 20-34 months. When the subjects were three years old, a language sample was obtained and later phonemically transcribed from audio tape and entered into the PEPPER computer program to compute the percentage consonants correct (PCC) for each child. The subjects were later evaluated during their kindergarten year for reading readiness, using the Developmental Skills Checklist. This study found that Late Talkers have significantly lower PCCs than there normal talking peers at age three, but their PCCs do not predict their prereading or phonological awareness skills at kindergarten. Phonological awareness was further investigated in terms of supraseqmental and segmental levels of phonological awareness, there was no significant difference between the groups on either level of phonological awareness. However, there was a nonsignificant trend (p
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Warren, Deborah Kay. "Nonlinguistic Cognitive Performance and Expressive and Receptive Language Scores in Children with Expressive Language Delay." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4884.
Full textAbstract:
This study was part of the Portland Language Development Project. The purpose was to establish reliability for the Goodenough Draw-A-Man Test. Additionally, nonlinguistic cognitive performance scores were correlated with soores from expressive and receptive language test soores. Finally, scores of overall cognitive function and of nonlinguistic cognitive function in children with normally developing language (NL) and with expressive language delay (ELD) were compared. The original group size was 60 children, 30 with ELD at the age of 20 months, and 30 who were a matched control group. These subjects were reevaluated during Kindergarten. The Draw-A-Man Test was administered to assess the subjects' nonlinguistic cognitive functioning. The McCarthy Scales of Children's Abilities CMCSA) was administered to assess the subjects' overall cognitive functioning. A free speech sample was analyzed using the Developmental Sentence Scoring (DSS) criteria to assess expressive language skills, and the Vineland Adaptive Behavior Scales
40
Hui, Wu-on Louise, and 許護安. "Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214149.
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Spangle-Looney, Shawn. "Communication and socialization profiles in toddlers with expressive language delay." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3843.
Full textAbstract:
The purpose of this study was to compare expressive communication, receptive communication, and socialization achievement in 18- to 34-month-old ELD toddlers to the same skills in normally-speaking children. The questions this study sought to answer were, how do the three skill areas in ELD toddlers compare with the same skills in normal toddlers?, will ELD subjects evidence specific profiles of deficits involving not only expressive but receptive and social skills as well? and, within the ELD subjects will two subgroups emerge, one group having poor expressive skills only, and a second group having deficits in addition to expression.
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Martin, Laura Paige. "The Effects of "Game" and "Test" Instructions on the WISC-R Performance of High- and Low-Test-Anxious Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500228/.
Full textAbstract:
The purpose of this study was to investigate the effects of "game" and "test" instructions on the intelligence test performance of high- and low-test-anxious children. Eighty-one subjects diagnosed as learning disabled were given the Test Anxiety Scale for Children (TASC) to determine their level of test anxiety. Based on TASC scores, 44 subjects were classified as either fljgj- or low- test-anxious. These subjects were given the Wechsler Intelligence Scale for Children-Revised (WISC-R) using either game or test instructions to introduce the test. The resulting 10 and subtest configuration scores were used to compare high- and low-test-anxious subjects by the type of instructions they received prior to testing. This comparison yielded no significant differences between high and low-test-anxious subjects, indicating that the way the WISC-R is Introduced does not play a significant role in the WISC-R performance of high- and low-test-anxious children.
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Latson, Sherry R. (Sherry Rose). "Effects of Adlerian Parent Education on Parents' Stress and Perception of Their Learning Disabled Child's Behavior." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331318/.
Full textAbstract:
This study examined the effects of an Adlerian-based parent education program on parental stress and perception of Learning Disabled (LD) childrens' behavior. Forty parents, randomly assigned to treatment or waiting-list control groups, took the Parental Stress Index (PSI) and the Adlerian Parental Assessment of Child Behavior Rating Scale (APACBS) as pre and post tests. Parents in the treatment group attended a six-session Active Parenting program. No significant differences were found on the analysis of covariance for perceived parental stress following the parent education program. Seventy percent of the parents in this study had total PSI scores in the range defined as high stress by the PSI author. All of the PSI Child Domain pretest z scores were elevated indicating that parents perceive their LD children to be demanding, moody, distractible, and unadaptable. LD children's behavior is perceived as unacceptable and does not positively reinforce parents. The elevated z scores on the PSI parent Domain pretest indicate that parents of LD children feel less competent as parents and experience less attachment to their children than do parents of normal children. No significant differences were found on the APACBS following treatment, but 80 percent of the parents in the treatment group did perceive some positive behavior change. A positive correlation was found between the PSI and the APACBS indicating that perceived parental stress and child behavior are related. Parents identified 67 perceived stresors of raising LD children on a questionnaire. The results of this study indicate that parents of LD children perceive themselves to experience greater parenting stress than parents of normal childrenn. This perceived parental stress was not reduced and perception of children's behavior was not improved after participation in the Active Parenting program. Therefore, parent education groups for parents of LD children may need to be smaller, provide more time to address the issues specific to raising an LD child, and include a stronger counseling emphasis in order to provide more emotional support for these highly stressed parents.
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Dahm, Pamela Susan. "Communication and socialization skills of three year olds with a history of language delay." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3868.
Full textAbstract:
The purpose of this study was to compare receptive language, expressive language, and socialization skills of preschool children who have a history of expressive language delay (ELD) with age mates who have a history of normal language development.
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Ho, Chi-ming, and 何志明. "Effects of cognitive-based reading strategies in enhancing higher-order comprehension of academically low-achieving students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45007810.
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Bock, Daniel Edward. "A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54494.
Full textAbstract:
Recent legislative decisions in at least some states have removed the remedial function from the state university and placed it directly at the doorstep of the community college. Such decisions appear to have been made largely for reasons of parsimony or the mere presumption of the effectiveness with which two-year colleges address the needs of high-risk students. However, there are few empirical indicators of the differential effectiveness with which the two- and four-year collegiate sectors are helping high-risk students to attain their goals. Therefore, this study was designed to provide an empirical grounding for the aforementioned policy issue by determining how selected pairs of two- and four-year colleges are contributing to the progress of high-risk students. Multiple methods were used to address the issues central to this investigation.
An assessment of the effect of remedial programs and other institutional variables on the progress of underprepared students across chosen two- and four-year collegiate sectors in a two-state region of rural Appalachia was performed. Moreover, the impact of residence status on students' progress was considered. Further, the effect of the remedial approaches at separate two- and four-year institutions on the progress of high risk students was assessed, and a comparison was made of the program orientations preferred by the leaders of participant institutions.
The findings indicated that the redemptive practices at selected two-year colleges were generally more effective than those employed by participant four-year institutions, thus offering hope that recent trends to assign the remedial function to community colleges may be justified by the more effective delivery of services. The advantage accorded the remedial programs in the two-year sector was not primarily a result of differences in remedial approach but largely a function of the relationship between remedial practices and other institutional variables. Residence status had little effect on the educational progress of high-risk students. A tendency was observed among selected two- and four-year sectors to devalue the affective dimensions of development that were integral with more recent program designs and return to earlier conceptions of basic skills remediation as the primary means of defining existing programs.Ed. D.
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Desiano, Thomas Anthony, Douglas Ellis Dill, and Matthew John Raith. "Identifying and motivating at-risk students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1562.
Full textAbstract:
It is the goal of this program to identify these at-risk students, track their grades, and incorporate a tutorial program to motivate and build their self-esteem and ultimately, their academic performance. This program can succeed with the proper administrative support, teacher involvement and parent and community assistance.
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Fuqua, McMath Blanche Floannell. "A Curriculum Design Using Mnemonic-Type Techniques to Aid Recall in Low/Average Achievers in the Fifth Grade." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/694.
Full textAbstract:
Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.
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Strauss, Ilse. "Typically developing 4-year-old children with AAC systems using different language organization techniques." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08042008-174658.
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Patterson, Melanie S. "Meeting the learning needs of individual children in the mainstream classroom : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Education in the University of Canterbury /." 2008. http://hdl.handle.net/10092/2275.
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