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1
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.
Testo completo
2
Wong, 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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 1997."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.
3
Thatcher, Karen L. "Phonological awareness in children with specific language impairment". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.
Testo completoAbstract (sommario):
This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of typical children. As part of the sound segmentation task, participants were asked to listen to a pair of words and indicate if the one and two syllable words had any sounds in common, either at the phoneme, onset/rime, or syllable levels.An analysis of Variance (ANOVA) was performed and results revealed a significant difference between children who were typical and children that were specific language impaired (SLI) on segmenting. The children who were typical were more effective at segmenting than children who were SLI. Results also revealed that there was a significant different between the first grade children and the preschool children in both groups to segment words at all three conditions. Significant differences were also noted between the types of phonological task completed among participants. The phoneme task was significantly different than the onset/rime and syllable tasks. Also, the onset/rime task was significantly different that the phoneme and syllable task.The combined data from this study revealed developmental trends in phonological awareness for the typical population. However, the developmental trend was not observed in the SLI population. It was noted that the typical population was more efficient in segmentation of words than the SLI population.The data that were obtained provides additional information on the phonological awareness development in typical children and children with SLI. The data may also assist researchers and clinicians in the identification and treatment of children with language impairments. The results may also provide researchers and practitioners important insight into literacy development, given the strong correlation between sound segmentation and the ability to read and write.Department of Special Education
4
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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 1998."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.
5
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.
Testo completo
6
Collins, 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.
Testo completoAbstract (sommario):
Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of development of a novel clinical assessment of MPA for school-aged children called the Assessment of Metapragmatics (AMP). The AMP task is a set of 13 Video Items each depicting a conversation between pairs of school-aged children. Each Video Item portrays a different pragmatic rule violation. After viewing each AMP Video Item the participants were asked a set of Assessor Questions designed to measure MPA. The AMP Video Items were shown to 40 children with typical language development (cwTLD), 34 cwPLI and 14 cwSLI. Preliminary analyses revealed the AMP to be sensitive to age-related changes in MPA and to demonstrate good internal reliability. For the cwTLD there was a distinct developmental shift in MPA ability around seven years of age. At this age there was an increase in the child’s ability to use explicit metapragmatic vocabulary to describe a pragmatic rule violation. CwTLD demonstrated superior MPA ability in comparison to the cwPLI and the cwSLI. No differential impairment in MPA abilities was present between the cwPLI and cwSLI. Considerable variability in MPA abilities occurred for both the cwPLI and cwSLI and this was associated with language ability. This suggests that where MPA is found to be impaired, the child’s language ability should be taken into account and that language ability should be remediated before MPA is targeted in intervention. Where MPA is impaired, raising awareness of pragmatic rule may be the first step for intervention. Where MPA is age-appropriate, the child’s ability to monitor their use of the pragmatic rule, or their motivation to use the pragmatic rule, may be a more effective target of intervention in order to change behaviour. The relationship between MPA and social understanding for the pragmatic rule violation is also discussed and further studies of MPA are considered.
7
Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /". Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.
Testo completo
8
Wilson, 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.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.Title 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.
9
Cohen, Catherine. "Input factors, language experiences and metalinguistic awareness in bilingual children". Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26621/.
Testo completoAbstract (sommario):
Previous studies have examined either the input factors predicting language proficiency in bilingual children or the relationship between bilingualism and metalinguistic awareness. This thesis takes a novel approach exploring the two areas simultaneously. A study was conducted to investigate, first, the input factors that may cause variation in bilingual language proficiency and, secondly, the effects of differing levels of bilingualism on metalinguistic awareness. The participants were 38 French-English bilingual children aged six to eight, of middle to high socio-economic status, attending an international school in France. Data on the children's language experiences and family background were collected through questionnaires given to parents and children. Language proficiency was measured using the standardised French and English versions of the Peabody Picture Vocabulary Test. Metalinguistic awareness was assessed through seven metalinguistic tasks each given in both languages. The findings are discussed in relation to Bialystok's (1986a) analysis and control framework and Cummins' (1976) threshold hypothesis. The results indicated a strong association between language exposure estimates and language proficiency measures for each language. Furthermore, the child's stronger language was shown to be a reliable predictor of variables related to language use, including the language used with peers and the language the child finds easier to speak. The results for metalinguistic awareness were generally consistent with Bialystok's and Cummins' predictions. High level balanced bilinguals outperformed dominant bilinguals on high control tasks and on certain analysis tasks, but only when the child's best score, sometimes coming from the weaker language, was considered. A strong relationship was found between the language proficiency measures and the analysis tasks. Likewise, children scoring above the median on each of the Peabody tests generally outperformed those scoring below on analysis tasks. Overall, the results indicate that proficiency in each language, as well as degree of bilingualism, impact on metalinguistic awareness.
10
Lee, 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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 2000."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.
11
Sawlivich, 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.
Testo completo
12
Zimmer, Elly Jane, e Elly Jane Zimmer. "Children's Awareness of Syntactic Ambiguity". Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620862.
Testo completoAbstract (sommario):
This dissertation probes children's metalinguistic awareness of syntactic ambiguity (as in the sentence The man is poking the monkey with a banana, where the PP with a banana can be understood in two ways, associated with either the monkey or the poking). Several studies suggest that children do not spontaneously detect syntactic ambiguity until the second grade (e.g., Wankoff, 1983; Cairns et al., 2004). However, syntactic ambiguity detection contributes to reading comprehension skills in second and third graders (e.g., Cairns et al., 2004; Yuill, 2009). This research suggests the hypothesis that syntactic ambiguity awareness should contribute to reading development. Specifically, the theoretical model known as the Simple View of Reading posits that the main components of reading are decoding and linguistic comprehension. Syntactic ambiguity detection could contribute to linguistic comprehension because it helps a listener to overcome comprehension difficulties caused by misinterpreting an ambiguous sentence. Thus, it is important to better understand the early development of syntactic ambiguity awareness. If its connection to reading begins younger than second grade, it might be incorporated into early reading curricula and intervention strategies, which are more effective when applied earlier. This dissertation includes three manuscripts that are or will be submitted for publication. The first manuscript reports on a study that laid the foundation for the following two by testing whether 3- to 5-year-olds access both interpretations of a syntactic ambiguity using a truth value judgment task. The results showed that children do entertain both interpretations, indicating that comprehension should not be an impediment to syntactic ambiguity detection. This study is currently in revisions at First Language (Zimmer, 2016a). The second manuscript reports on a study that tested whether 4- to 7-year-olds can detect ambiguous sentences using a task that differs from those used in previous studies. My study used a picture selection task that tested for conscious awareness by having children teach a puppet why multiple pictures could match one sentence. I developed a scoring system for children's explanations that allowed for more gradient measures of early ambiguity awareness than previous research. The results showed that a small proportion of 4- to 7-year-olds are aware of syntactic ambiguity, and many others are beginning to show indications of such awareness (e.g., they select both pictures but their explanations are not yet adult-like). This manuscript is submitted to The Journal of Psycholinguistic Research (Zimmer, 2016b).The third manuscript reports on a study that tested whether 6- to 7-year-olds can learn syntactic ambiguity detection and whether the learning correlates with improvement at reading readiness measures. Participants were divided into two groups: an ambiguity group that did four weeks of games to teach syntactic ambiguity detection, and a control group that did four weeks of math games. I found that children in the ambiguity group improved more at ambiguity detection and at reading readiness tests than those in the control group. This showed that syntactic ambiguity detection is a learnable skill for children as young as 6 and suggests that its connection to reading is in place that young as well. Thus, this skill could be a valuable addition to early reading curricula and intervention strategies. This manuscript will be submitted to Applied Psycholinguistics (Zimmer, 2016c).
13
Lam, 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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 2005."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.
14
Roper, Catherine Elizabeth. "Metaphonological awareness and spelling ability". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30293.
Testo completoAbstract (sommario):
The purpose of the present study was to investigate the relationship between metaphonological awareness and spelling ability. Twenty-five children in Kindergarten and Grades One and Two were asked to participate in two tasks of metaphonological awareness, one involving phoneme segmentation (Yopp,1988) and the other phoneme deletion (Rosner,1975). Children were also asked to provide self-generated spelling samples. Spelling samples were then analyzed according to a spelling assessment scheme developed for this study and based on the developmental spelling stages outlined by Beers and Beers (1981) and Gentry (1982). The major finding from this study is that some aspects of metaphonological ability are reliably and moderately related to spelling development. Other findings regard the characteristics of children's spelling errors observed in the course of developing the spelling assessment scheme.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
15
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.
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16
Swanwick, 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.
Testo completo
17
Di, Perri Kristin Anderson. "American Sign Language phonemic awareness in deaf children: implications for instruction". Thesis, Boston University, 2004. https://hdl.handle.net/2144/31966.
Testo completoAbstract (sommario):
Thesis (Ph.D.)--Boston UniversityFor 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).
18
Luan, Hui, e 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.
Testo completo
19
Shum, 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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 1997."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.
20
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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 1996."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.
21
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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 1999."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.
22
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.
Testo completoAbstract (sommario):
This study seeks to: (1) determine if differences exist between children with Specific Language Impairment (SLI) compared to age-matched (AM) and language- matched (LM) children with typical language development (TL) in rates and proportions of five types of metalinguistic productions and (2) test theories of metalinguistic production. Forty-five children, 24 with TL and 21 with SLI, paired for age or language level, formed two groups. Previously collected data from two studies of verb learning (Proctor-Williams & Fey, 2007; Proctor- Williams, unpublished) were analyzed for rates and types of metalinguistic productions. Results yielded no within or between group significant differences in the rates types. There were differences in proportional use of types of metalinguistic utterances in the LM group. This study showed that children as young as 3;0 produce metalinguistic utterances. Further, it disproved the Piagetian-Based Metalinguistic Development Theory. Interesting trends suggest direction for future research.
23
Childers, 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.
Testo completo
24
Mau, 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.
Testo completo
25
Cheung, 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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 2005."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.
26
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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 1993."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.
27
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.
Testo completoAbstract (sommario):
It has often been suggested that bilingual children might have enhanced metalinguistic awareness, as compared to monolingual children. In this paper, the evidence for such a stance was reviewed. In contrast to most previous thinking, it is suggested here that if metalinguistic awareness were enhanced at all by exposure to a second language, it might be the process of learning a second language that draws children's attention to their knowledge about language. Accordingly, a group of preliterate second-language learners was compared with monolinguals and bilinguals on word and phonological awareness tasks. It was found that, for the most part, there were no significant differences among linguistic groups on the performance of these tasks. However, a trend of low performance by the bilingual children was observed. This suggests that if the learning of a second language enhancer metalinguistic awareness, these tasks might not be the most appropriate measures.
28
Zens, 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.
Testo completoAbstract (sommario):
Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills of New Zealand school-aged children with SLI compared to children with typical language development and which underlying language skills influence word-learning? 2. What are the immediate and longer term effects of phonological awareness and semantic intervention on word-learning and language skills in children with SLI? 3. What are the error patterns of children with SLI compared to children with typical language development when learning to produce new words and do these patterns change following phonological awareness and semantic intervention? The first experiment compared the word-learning abilities of 19 school-aged children with SLI (aged 6;2 to 8;3) to age-matched children with typical language development and revealed that children with SLI presented with significant difficulties to produce and to comprehend new words. After repeated exposure, children with SLI caught up to the performances of children with typical language development in learning to comprehend new words, but not on production of new words. Correlation analyses demonstrated that there were no correlations between the word-learning skills and other language measures for children with SLI, whereas the word-learning abilities of children with typical language development were correlated to their phonological awareness, semantic, and general language skills. In the second experiment, it was investigated whether there were also qualitative differences during word-learning between children with and without SLI additionally to the quantitative differences as revealed in the first experiment. Children’s erroneous responses during the word-learning tasks were categorised into phonological, semantic, substitution or random errors. A comparison of the children’s error patterns revealed that children with SLI presented with a different error pattern and made significantly more random errors than children with typical language development. However, after repeated exposure, children with SLI demonstrated a similar error pattern as children without SLI. Furthermore, it was examined whether a specific combination of phonological and semantic cues facilitated children’s learning of new words or whether there were word-specific features that facilitated children’s word-learning. No facilitative word-specific features could be identified. Analysis revealed that there were no significant effects of cueing on learning new words, but specific patterns could be derived for children with SLI. Children with SLI learned to comprehend more words that were presented with two semantic cues or one phonological and one semantic cue and learned to produce more words that were presented with two phonological cues. In the third experiment, the effectiveness of a combined phonological awareness and semantic intervention to advance children’s word-learning abilities was examined. Nineteen children with SLI (same participants as in experiment 1) participated in this intervention study that implemented an alternating treatment group design with random assignment of the participants. Children in group A received phonological awareness intervention followed by semantic intervention, whereas children in group B received the same interventions in the reverse order. Children’s word-learning abilities were assessed at pre-test, prior to the intervention, at mid-test after intervention phase 1, and at post-test, immediately following the completion of the second intervention phase. Each intervention itself was effective in significantly improving children’s fast mapping skills, however, gains in children’s word-learning abilities were only found for children in group A for production of new words. Extending the findings of the intervention effectiveness of phonological awareness and semantic intervention on word-learning as reported in experiment 3, it was investigated in experiment 4, whether the implemented intervention additionally influenced the error patterns of children with SLI. The erroneous responses of children with SLI on all word-learning probes at pre-, mid-, and post-test were categorised into the same error groups as described in the second experiment (semantic, phonological, substitution, and random errors). The error analyses revealed that children’s error profiles changed during the course of intervention and treatment specific effects on children’s erroneous responses were found. Post-intervention, children who received phonological awareness followed by semantic intervention displayed the same error patterns as children with typical language development, whereas children who received the same interventions in the reverse order maintained the same error pattern as displayed at pre-test. The final experiment examined the longer-term effects of the combined phonological awareness and semantic intervention reported in experiment 3 on the language and literacy development of children with SLI. Eighteen of the 19 children with SLI, who received the intervention reported in experiment 3, were available for re-assessment 6 months after the completion of the intervention. The children (aged 7;1 to 9;2 years) were re-assessed on a range of standardised and experimental measures. Data analysis revealed that 6 months post-intervention, all children were able to maintain their gains in phonological awareness, semantic, and decoding skills as displayed immediately after the intervention. Children’s general language and reading skills significantly improved following the intervention; however, children who received phonological awareness intervention followed by semantic intervention displayed significantly better reading outcomes than the children who received the same interventions in the reverse order. This thesis revealed that a combination of phonological awareness and semantic intervention can enhance the word-learning abilities of children with SLI. The combined intervention approach was also effective in additionally improving children’s general language skills and the reading of single non-words and real words, as well as connected text. The immediate and longer-term intervention effects provide evidence that advancing the semantic and phonological awareness skills is an effective intervention approach to support children with SLI in their word-learning and to furthermore promote their language and literacy development. However, the order of the implemented interventions played a significant role: Children in the current study profited most when they received phonological awareness intervention first, followed by semantic intervention.
29
McIntosh, 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/.
Testo completoAbstract (sommario):
Metalinguistic sentience refers to the conscious or unconscious apprehension of, sensitivity to, and attention to language as something with form and function that can be manipulated. This includes, but is not restricted to, conscious or unconscious apprehension of, sensitivity to, and attention to the following aspects of language and literacy: pragmatics, syntactics, semantics, phonology, orthography, morphology, figurative, metalanguage, print "carries" meaning, print conventions, book conventions, text conventions, referent/label arbitrariness, purposes of literacy, and abilities. These aspects of language and literacy are part of a morphological model developed by the author for classifying the evidence provided by children of their metalinguistic sentience. The two other faces of the model, displayed as a cube, depict (1) Literacy Acguisition and Literacy Learning and (2) four Prompt States: Self-, Child-, Adult-, Text. This ethnographic study of nine verbally gifted kindergarten and first grade children was conducted with a three-fold purpose: to explore whether young verbally gifted children's metalinguistic sentience coincided with their cognitive ability, to explore whether young verbally gifted children's metalinguistic sentience influenced their literacy acquisition and literacy learning, and to explore whether young verbally gifted children's literacy acquisition and literacy learning enhanced their metalinguistic sentience. The study took place during a full school year, while the author was a participant observer in the informants' classrooms. The evidence from the research indicated that the nine verbally gifted children who served as the informants for the study had a lower threshold for metalinguistic sentience than did their agemates. This lower threshold allowed them to acquire and learn literacy more easily and more efficiently.
30
Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.
Testo completoAbstract (sommario):
ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.
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Mohwinkel, Sheryl. "Phonological Awareness Skills in Children with Highly Unintelligible Speech". PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5163.
Testo completoAbstract (sommario):
The phonological awareness skills of children with language disorders has been well addressed throughout the literature. Research into the phonological awareness skills of children with highly unintelligible speech, however, is still in its infancy. One published study has looked at the relationship between phonological awareness skills in children with persistent phonological impairments and in children with normal phonology (Webster & Plante, 1992). Significantly higher scores were recorded on three of the four phonological awareness measures for the children with normal phonology As phonology improved, so did the children's phonological awareness skills. The purposes of the present study were to determine if there is an improvement in phonological awareness skills of children with highly unintelligible speech who receive speech sound intervention services, and to determine if there is a difference in phonological awareness skills between children who receive a phoneme-oriented treatment approach and those who receive a phonological cycling treatment approach. Children who took part in a larger study (Buckendorf, 1996) in which the effectiveness of the two treatment approaches was examined, were given the Assessment of Metaphonological Skills-Prekindergarten (Hodson, 1995) early in the course of treatment and again 2 to 3 months later. The following specific questions were addressed: 1. Is there an increase in phonological awareness skills for children who receive articulation/phonological intervention? 2. Is there a difference in the amount of improvement of phonological awareness skills for children who receive a phoneme-oriented treatment approach as compared with children who receive a phonological cycling treatment approach? To test if the subject's phonological awareness skills improved from pretest to posttest, a one tailed !-test for paired differences, and the Wilcoxon Matched-Pairs Signed-Ranks test were performed. Results on both of these analyses indicated a statistically significant improvement between pretest and posttest scores. To test if there is a difference in the improvement of phonological awareness skills between the two groups, a !-test for independent samples of group and the Mann-Whitney LI-Wilcoxon Rank Sum W-Test were performed on pretest, posttest, and pretest-to-posttest. Results on both analyses indicated no statistically significant differences between the two groups on any of these variables.
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Caravolas, 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.
Testo completoAbstract (sommario):
Three studies were conducted in which Quebec French, first grade children's ability to categorize vowels was examined. The children were tested on several aspects of vowel phoneme representation before they had any literacy skills, at the beginning of the school year, and again sis months later, after they had learned all of the spelling-sound correspondences for vowels. In Study 1, the focus was on children's phonemic and orthographic representation of nasal vowels. Performance on an AXB categorization task revealed that six-year-olds have considerable difficulty in discriminating the nasal feature on minimal and near-minimal oral-nasal vowel pairs. This ability did not improve after six months of schooling. In contrast to their performance on AXB, these same children performed very well on nasal vowel spellings. These results suggest that perceptually-based categorization ability and the ability to represent nasal vowels in spelling develop independently of each other. Study 2 examined children's categorization of self-generated productions of front-unrounded, nasal, and, back-nonhigh vowels. The influence of a number of variables on vocalic representation, such as articulatory complexity, spectral proximity, and syllable structure, was also examined. The children's performance on this explicit task varied as a function of the vowel set. Specifically, whereas articulatory complexity did not have a negative effect on categorization ability, spectral proximity of vowels did appear to hinder performance; syllable structure negatively affected oral but not nasal vowel categorization performance. Schooling, and exposure to literacy evidently had a strong impact on this type of phoneme categorization/representation ability as children's overall performance improved significantly from the first to the second testing period. In Study 3, children's ability to categorize vowel allophones which were spoken in two dialects was examined. Again, performance varied by the typ
33
Lam, 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.
Testo completo
34
Wilkerson, 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.
Testo completo
35
Dyke, 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.
Testo completo
36
Gergits, 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.
Testo completo
37
Howell, 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.
Testo completoAbstract (sommario):
The rhyming and segmentation tasks were readministered twelve months after the first experiments. The subject groups showed equivalent development in both tasks and the patterns of significant correlations obtained in the initial experiments were repeated. The results are discussed in relation to models of phonological acquisition and word production. Particular emphasis is given to the child's ability to pay attention to acoustic cues as a possible requirement for successful performance on rhyming and segmentation tasks and in the acquisition of phonology. It is suggested that therapeutic intervention directed towards developing metalinguistic awareness is an appropriate therapeutic strategy for the remediation of phonologically disordered children. The association between metalinguistic awareness and phonological disorder found in this investigation suggest that it is an area worthy of more investigation and possible directions for further research are suggested.
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Rehmann, 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.
Testo completoAbstract (sommario):
Thesis (D.Ed..)--University of Oregon, 2005.Typescript. 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.
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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.
Testo completo
40
Ho, 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.
Testo completo
41
Beddes, 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.
Testo completo
42
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.
Testo completoAbstract (sommario):
Despite claims by some theorists to the contrary, investigators have shown that information about grammatical errors is available to young children learning language via the conversational responses of their parents. The present study described five categories of responses in the conversations of working mothers and fathers to their normally developing two-year-old sons, and investigated whether any of these responses were differentially related to well-formed vs. ill-formed child utterances. Subjects were six middle-class, monolingual (English) parent-child dyads. Parents worked full-time jobs and the children were enrolled in full-time daycare. Within a two week period, four 20-minute conversational samples were audio and video recorded for each dyad in the subjects' homes during freeplay activities of the subjects' choice. Results indicated that the pattern of responses for these six parents was very similar to that reported for other parent-child dyads. The most frequent type of response for all parents was one that continued the conversation without either repeating or clarifying the child's previous utterance. The least frequent type of response was one that explicitly corrected portions of the child's utterance. Of all responses, repetitions--both clarifying and nonclarifying--appeared to be the type of response most differentially related to well-formed and ill-formed child utterances. Exact repetitions were more likely to follow well-formed utterances, while the remaining repetitions were more likely to follow ill-formed utterances. This pattern of differential responses was similar for all six dyads. Very few differences regarding the style or pattern of interaction were noted for fathers and mothers. Implications were drawn regarding the nature of linguistic input that is available to two-year-old children learning language.
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Lam, 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.
Testo completoAbstract (sommario):
Thesis (B.Sc)--University of Hong Kong, 1997."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.
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Holstius, 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.
Testo completo
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Sakakibara, 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.
Testo completoAbstract (sommario):
The phonological awareness development of bilingual children has been discussed from the viewpoint of whether they have an advantage compared to monolingual children. Some previous studies discovered that there were language pairs where bilingual children could have no advantage in it. However, it has not been clarified yet how bilingual children with such a language pair develop phonological awareness. The purpose of this study was to give an example of such a language pair and analyze bilingual children’s phonological awareness development in comparison with that of monolingual children. This study examined how 3- to 7-year-old Swedish/Danish-Japanese bilingual children developed Japanese phonological awareness in comparison with the corresponding Japanese children. Forty-five children (26 bilingual children and 19 Japanese children) participated in this study. The bilingual children lived in Sweden or Denmark and had Swedish or Danish as their strong language in general but they also spoke Japanese on a daily basis. On the other hand, the Japanese children used exclusively Japanese at home as their sole first language. The children were individually tested on two types of Japanese syllables (fundamental syllables and special syllables). The fundamental syllable section had three types of tasks (segmentation task, abstraction task and identification task) and the special syllable section had one type of task (segmentation task). The results showed no advantage for the bilingual children in Japanese phonological awareness development in comparison with the Japanese children. While the bilingual children developed Japanese phonological awareness with age and/or letter knowledge in the same way as the Japanese children, their developmental rate was generally slower than that of the Japanese children. Two factors appear to play a part in this finding: first, the fact that Swedish and Danish are phonologically different from Japanese so knowledge of these languages did not help the children to discover Japanese phonological structure. Second, the amount of exposure to Japanese for bilingual children was significantly less even though they spoke and understood the language well. Thus, this study suggests that bilingual children can have difficulty with regard to phonological awareness development in one of their languages when the other language is not conducive to the discovery of this language’s phonological structure and when exposure to this language is limited, even if they speak and understand the language well.
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Pavelko, 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.
Testo completoAbstract (sommario):
Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of preschool children with language impairment to their typically developing peers using a range of writing tasks and a detailed, consistent scoring rubric for each task; and, (2) to explore the relationships among emergent writing skills and alphabet knowledge, phonological awareness, and oral language. The participants included four groups of preschool children: 11 4-year-old children with LI; 11 4-year-old language typical (LT) children, age-matched to children with LI; 20 4-year-old children with typical language; and, 21 5-year-old children with typical language. Children with language impairment scored between 70 and 84 on the Language Index of Assessment of Literacy and Language (ALL) (Lombardino, Lieberman, & Brown, 2005), and children with typical language scored between 85 and 115. All children passed a bilateral hearing screen, scored within the normal range on a non-verbal intelligence screen, demonstrated an unremarkable developmental history relative to sensory, neurological, and motor performance, spoke English as their primary language, and had mothers with at least a high school education or equivalent. During two sessions, children were administered the ALL and five emergent writing tasks: Write Letters, Write Name, Write CVC Words, Picture Description, and Sentence Retell.; The writing tasks and accompanying scoring rubrics were adopted from a previous study by Puranik and Lonigan (2009). Results indicated that children with LI demonstrated significantly less advanced letter and word writing skills than their language typical, age-matched peers. In addition, significant relationships between all emergent writing tasks and alphabet knowledge were observed for all children as well as significant relationships between oral language and phonological awareness for children with typical language. No significant relationships between any of the emergent writing tasks and phonological awareness or between oral language and alphabet knowledge were found. Further, results indicated the same developmental patterns exist in written as well as oral language for children with LI. This study has therapeutic implications for speech-language pathologists. In particular, emergent writing tasks need to be included in comprehensive assessment and intervention approaches for children with LI. Assessments need to yield accurate descriptions of emergent writing skills relevant to later literacy outcomes. Finally, integrated intervention approaches that combine initial sound awareness tasks with alphabet knowledge and emergent writing tasks may achieve the best learning outcomes.ID: 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
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Portolés, 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.
Testo completoAbstract (sommario):
La presente tesis doctoral se enmarca dentro de la investigación sobre el multilingüismo, más concretamente analiza la adquisición y el desarrollo multilingüe en edades tempranas. Nuestros participantes son aprendices de inglés como tercera lengua (L3) en un sistema de educación bilingüe donde se estudia catalán y castellano como primera y segunda lengua (L1/L2). Tradicionalmente, la investigación en el campo del multilingüismo se ha estudiado desde una perspectiva monolingüe, es decir, examinando la adquisición del lenguaje sin tener en cuenta el bagaje lingüístico de los estudiantes y la posible interacción entre lenguas (Cenoz y Gorter, 2011; Jessner, 2013; Safont, 2013).
Este estudio pretende contribuir a la investigación sobre el multilingüismo precoz desde una perspectiva totalmente multilingüe y dinámica con el fin de cubrir los vacíos existentes en los fundamentos teóricos de investigación. Por lo tanto, en nuestros análisis tendremos en consideración las lenguas previas de los participantes, las relaciones entre ellas y el contexto sociolingüístico. La teoría subyacente adoptada en la presente disertación es el DMM (Dynamic Model of Multilingualism, Modelo Dinámico del Multilingüismo) propuesto por Herdina y Jessner (2002). Esta teoría muy bien fundada, pero poco investigada, nos ha permitido examinar la interacción de varios factores en el desarrollo multilingüe en edades tempranas. Particularmente, nos hemos centrado en dos aspectos fundamentales a tener en cuenta en la adquisición del lenguaje: la conciencia pragmática y las actitudes lingüísticas.
La estructura de la tesis se divide en dos bloques principales: la primera parte recoge el marco teórico donde nuestra investigación está basada, y engloba el capítulo 1, 2 y 3. La segunda parte presenta el estudio empírico que se llevó a cabo y está organizada en tres capítulos diferentes.
Los participantes del estudio son 402 aprendices de inglés como L3 pertenecientes a 10 escuelas diferentes de la provincia de Castelló de la Plana. El método consiste en la combinación de varios instrumentos para medir el grado de conciencia pragmática y las actitudes lingüísticas en las tres lenguas (catalán, castellano e inglés). El grado de conciencia pragmática se analizó mediante un test de comprensión pragmática en formato audio-visual. Las actitudes lingüísticas se examinaron mediante la matched-guise technique y una entrevista oral.
Teniendo en cuenta el contexto donde se realizó el estudio y literatura previa, se formularon cinco preguntas de investigación y cinco hipótesis. Los resultados obtenidos de los análisis nos permitieron confirmar las facilidades pragmáticas de los aprendices de L3, el rol de las actitudes lingüísticas y la importancia de analizar factores, tanto externos como internos, en procesos de adquisición multilingüe. También enfatizamos la complejidad y dinamismo del multilingüismo aportando nuevos resultados al DMM de Herdina y Jessner (2002).
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Ferreira, 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.
Testo completo
49
Wong, 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.
Testo completo
50
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.
Testo completo