Thèses sur le sujet « Language awareness in children »
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Shaw, Rhonwen Elisabeth. « Word awareness and grammatical awareness in normally developing children and children with specific language impairment ». Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243717.
Texte intégralWong, Ka-po Gwen. « Phonological awareness of Cantonese-speaking language-disordered children ». Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209557.
Texte intégral"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, 1997." Also available in print.
Thatcher, Karen L. « Phonological awareness in children with specific language impairment ». Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.
Texte intégralDepartment of Special Education
Tsang, Kit-sheung Kitty. « Syntactic awareness and language development of Cantonese-speaking children ». Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209740.
Texte intégral"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, 1998." Also available in print.
Fricke, Silke. « Phonological awareness skills in German speaking preschool children ». Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.
Texte intégralCollins, Anna. « Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment ». Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.
Texte intégralRicciardelli, Lina. « Childhood bilingualism, metalinguistic awareness and creativity / ». Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.
Texte intégralWilson, Kristina Erickson Karen A. « Phonological awareness, speech, and language skills in children with clefts ». Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1021.
Texte intégralTitle from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements of the degree of Doctor of Philosophy in the Department of Allied Health Sciences (Speech and Hearing Sciences)." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
Cohen, Catherine. « Input factors, language experiences and metalinguistic awareness in bilingual children ». Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26621/.
Texte intégralLee, Hoi-lam Caroline. « Orthographic awareness in primary school children in Hong Kong ». Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.
Texte intégral"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
Zimmer, Elly Jane, et Elly Jane Zimmer. « Children's Awareness of Syntactic Ambiguity ». Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620862.
Texte intégralSawlivich, Lori. « Phonological Neighborhood Analysis of Young Children's Productive Vocabularies ». Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/SawlivichL2004.pdf.
Texte intégralLam, Kin-ching Kobe. « Phonological awareness in Cantonese-English bilingual preschool children ». Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279265.
Texte intégral"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.
Roper, Catherine Elizabeth. « Metaphonological awareness and spelling ability ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30293.
Texte intégralMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Luan, Hui. « The role of morphological awareness among Mandarin-speaking and Cantonese-speaking children ». Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36210638.
Texte intégralSwanwick, Ruth Anne. « Deaf children's developing sign bilingualism : dimensions of language ability, use and awareness ». n.p, 1999. http://dart.open.ac.uk/abstracts/page.php?thesisid=146.
Texte intégralDi, Perri Kristin Anderson. « American Sign Language phonemic awareness in deaf children : implications for instruction ». Thesis, Boston University, 2004. https://hdl.handle.net/2144/31966.
Texte intégralFor children who are deaf, one aspect of early English literacy instruction has always been problematic. Deaf children have great difficulty in learning to employ a sound-based phonetic to alphabetic mapping process such as required in reading and writing without natural linguistic access to English. This dissertation presents two studies. In Study #1 subjects are given the American Sign Language Phonemic Awareness Inventory (ASLP AI). In Study #2 the phonological aspect ofhandshape and its relationship to the Manual Alphabet is investigated. Twenty-nine deaf children, between the ages of 4-8, who used sign language, were tested on 7 major ASL Phonological tasks. 175 questions were posed. Of the total group, eight children had deaf parents (DCDP) and twenty-one children had hearing parents (DCHP). Seventeen deaf adults (1 0 DADP) and 7 (DAHP) took a portion or all of the tests. In addition the child subjects, depending on reading ability, were also given either the Peabody Individual Achievement Test-Revised (PIAT-R) (spelling and reading comprehension subtests) or all sections ofthe Test of Early Reading Ability (TERA-3). Results showed that all subjects were able to process the questions according to the phonological parameters of ASL. That is, subjects appear to have internalized the visual structural components of ASL and were able to work with ASL phonemes as hearing children do with spoken language. In the second study, the handshape task indicated that the subjects associated prompts (the 20 Manual Alphabet handshapes in particular) with a phonological component of ASL rather than as a letter of English. A factorial ANOVA showed that parent's audiological status did not influence the subject's phonemic awareness of ASL. In Study #2, a paired comparisons t-tests showed that overall response rates for handshape prompts resulted in significant differences: favoring ASL responses in comparison with English responses. Correlation matrices indicated that the stronger the subjects phonemic awareness of ASL and the ability to recall lexical items when given a prompt the stronger the scores on a beginning test of English literacy (TERA).
Luan, Hui, et 欒輝. « The role of morphological awareness among Mandarin-speaking and Cantonese-speaking children ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36210638.
Texte intégralShum, Nui-ping Carol. « Phonological awareness in native Cantonese-speaking children with different English competences ». Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B3620951X.
Texte intégral"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, 1997." Also available in print.
Kam, C. S. « Syllable, rhyme and phoneme awareness in phonologically impaired preschoolers ». Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209272.
Texte intégral"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.
Lee, Wing-yee Anna. « Orthographic awareness of Chinese primary school-aged poor readers ». Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210018.
Texte intégral"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
Long, Lucy E. « Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2507.
Texte intégralChilders, Stephanie Angel. « The relationship between social skills and language acquisition in West Virginia ». Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=42.
Texte intégralMau, Pui-sze Priscilla. « Cross-language transfer of phonological awareness in Chinese-English bilinguals ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.
Texte intégralCheung, King-ting. « The effects of metalinguistic awareness training on reading abilities a twin study / ». Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279150.
Texte intégral"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.
Woo, Yuen-man Cynthia. « Phonological awareness in 4-6 year old Cantonese-speaking children ». Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/hkuto/record/B36208814.
Texte intégral"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, 1993." Also available in print.
Nicoladis, Elena. « Word and phonological awareness in preliterate children : the effect of a second language ». Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61059.
Texte intégralZens, Naomi Katharina. « Facilitating Word-Learning Abilities in Children with Specific Language Impairment ». Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.
Texte intégralMcIntosh, Margaret E. « "I Like the Name but Not the Soup!" : An Ethnographic Study of the Metalinguistic Sentience of Young Gifted Children, Its Reflection of Their Cognitive Ability and its Relationship to Their Literacy Acquisition and Literacy Learning ». Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330999/.
Texte intégralFarran, Lama K. « The Relationship between Language and Reading in Bilingual English-Arabic Children ». Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.
Texte intégralMohwinkel, Sheryl. « Phonological Awareness Skills in Children with Highly Unintelligible Speech ». PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5163.
Texte intégralLam, Ho-cheong. « Orthographic awareness in learning Chinese characters ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.
Texte intégralCaravolas, Markéta. « Six-year-olds' phonological and orthographic representations of vowels : a study of 1st grade Québec-French children ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41996.
Texte intégralWilkerson, Kimberly. « An investigation of teaching phonemic awareness with and without syllable training a replication / ». Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Texte intégralDyke, Jodi. « The application of visual phonics and phonological awareness interventions to address language impairment in preschool children / ». View online, 2009. http://repository.eiu.edu/theses/docs/32211131592145.pdf.
Texte intégralHowell, Janet. « The metalinguistic awareness of phonologically disordered and normally developing children : a comparative study ». Thesis, University of Newcastle Upon Tyne, 1989. http://hdl.handle.net/10443/143.
Texte intégralGergits, 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.
Texte intégralRehmann, Robyn G. « The effect of Earobics Step 1, software on student acquisition of phonological awareness skills / ». view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181124.
Texte intégralTypescript. Includes vita and abstract. Includes bibliographical references (leaves 142-157). Also available for download via the World Wide Web; free to University of Oregon users.
Li, Miu-ying. « The role of phonological awareness in native and second language reading development ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3686349X.
Texte intégralHo, Ping-ping. « The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36924003.
Texte intégralBeddes, Sarah Rose. « An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills / ». Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Texte intégralLam, Yuk-chau Emily. « The development of the 'word unit' concept by Cantonese-speaking children ». Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209478.
Texte intégral"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, 1997." Also available in print.
DEMETRAS, MARTHA JO-ANN. « WORKING PARENTS' CONVERSATIONAL RESPONSES TO THEIR TWO-YEAR-OLD SONS (LINGUISTIC INPUT, LANGUAGE ACQUISITION) ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183947.
Texte intégralPortolés, Falomir Laura. « Early multilingualism : an analysis of pragmatic awareness and language attitudes in consecutive multilingual children ». Doctoral thesis, Universitat Jaume I, 2013. http://hdl.handle.net/10803/669094.
Texte intégralFerreira, Janna. « Sounds of silence : Phonological awareness and written language in children with and without speech ». Doctoral thesis, Linköping : Örebro : Faculty of Arts and Science, Linköping University ; The Swedish Institute for Disability Research, Örebro University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10184.
Texte intégralSakakibara, Maki. « Phonological Awareness Development in Bilingual Children : How do Swedish/Danish-Japanese bilingual children develop Japanese phonological awareness in comparison with Japanese children ? » Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-127081.
Texte intégralHolstius, Laura J. « Examining the impact of a little book intervention on the early literacy skills of children in Head Start via the individual growth and development indicators / ». View online, 2008. http://repository.eiu.edu/theses/docs/32211131458618.pdf.
Texte intégralWong, Mo-yee. « The role of phonological and grammatical awareness in Hong Kong students' reading in English ». Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37514945.
Texte intégralPavelko, Stacey Lynne. « Emergent writing skills in preschool children with language impairment ». Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5006.
Texte intégralID: 030422949; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-180).
Ph.D.
Doctorate
Education
Andrews, Donna Bosworth. « The acquisition of Spanish gender by English-speaking children in partial immersion setting / ». Thesis, Connect to this title online ; UW restricted, 2004. http://hdl.handle.net/1773/8421.
Texte intégral