Rozprawy doktorskie na temat „Specific language impairment”
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Graves, Tracey A. "Etiologies of specific language impairment". Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061396940.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xi, 122 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Robert A. Fox, Dept. of Speech and Hearing Science. Includes bibliographical references (p. 116-122).
Norbury, Courtenay Frazier. "Pragmatic language impairment : where autistic spectrum disorder meets specific language impairment". Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404362.
Pełny tekst źródłaCollins, 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.
Pełny tekst źródłaStojanovik, Vesna. "Williams Syndrome, specific language impairment and modularity". Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/14751/.
Pełny tekst źródłaCheung, Ching-wan Jackie. "Classifier use by children with specific language impairment". Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208176.
Pełny tekst źródła"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, 2002." Also available in print.
Morsi, Ranya Ahmad Abdelaziz. "Specific Language impairment in Egyptian Arabic : Apreliminary investigation". Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519869.
Pełny tekst źródłaThatcher, Karen L. "Phonological awareness in children with specific language impairment". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.
Pełny tekst źródłaDepartment of Special Education
Marshall, Chloe Ruth. "The morpho-phonological interface in specific language impairment". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445744/.
Pełny tekst źródłaNash, Marysia Christine. "Vocabulary deficits in children with specific language impairment". Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23132.
Pełny tekst źródłaZantomio, Marisabel <1990>. "Developmental Dyslexia and Specific Language Impairment: comparing deficits". Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15635.
Pełny tekst źródłaHayiou-Thomas, Marianna. "Perceptual and cognitive processing limitations in specific language impairment". Thesis, University of Oxford, 2002. https://ora.ox.ac.uk/objects/uuid:0a3c8903-a93a-4473-9fc5-fe1ef87656c9.
Pełny tekst źródłaWadman, Ruth Elizabeth. "Socioemotional functioning in adolescents with specific language impairment (SLI)". Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488649.
Pełny tekst źródłaCrosbie, Sharon Lee. "Single word comprehension in children with specific language impairment". Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391978.
Pełny tekst źródłaStott, Carol Mary. "Specific language impairment in children : prevalence outcome and comorbidity". Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621923.
Pełny tekst źródłaFancourt, Amy. "Exploring musical cognition in children with specific language impairment". Thesis, Goldsmiths College (University of London), 2013. http://research.gold.ac.uk/10151/.
Pełny tekst źródłaSpaulding, Tammie J. "Attentional Control in Preschool Children with Specific Language Impairment". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194819.
Pełny tekst źródłaClaessen, Mary Elizabeth. "Phonological processing skills in children with specific language impairment". Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/123.
Pełny tekst źródłaChristou, Spyros. "Language comprehension in children with Specific Language Impairment: an Eye-Tracking study". Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/586187.
Pełny tekst źródłaAdams, C., Kelli Morgan, Julie Phillips, Emilee Rehm, Brianna Stampler i Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1815.
Pełny tekst źródłaPhillips, Julie, Courtney Adams, Kelli Morgan, Emilee Rehm, Brianna Stampler i Kerry Proctor-Williams. "The Narrative Skills of Children with Specific Language Impairment and Typical Language". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1818.
Pełny tekst źródłaMadon, Zinnia. "Investigation of maze production in children with specific language impairment". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101867.
Pełny tekst źródłaPlante, Elena, Dianne Patterson, Michelle Sandoval, Christopher J. Vance i Arve E. Asbjørnsen. "An fMRI study of implicit language learning in developmental language impairment". ELSEVIER SCI LTD, 2017. http://hdl.handle.net/10150/625217.
Pełny tekst źródłaYam, Kwan-wai Connie. "Lexical diversity in Cantonese speaking children with specific language impairment". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210080.
Pełny tekst źródła"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 14 May 1999." Also available in print.
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.
Pełny tekst źródłaAbdalla, Fauzia Ahmed. "Specific language impairment in Arabic-speaking children : deficits in morphosyntax". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82810.
Pełny tekst źródłaThe findings of the study are discussed in light of existing theoretical accounts of SLI. Three positions are examined: (a) tense marking constitutes the locus of SLI grammatical difficulties (Extended Optional Infinitive hypothesis, Rice & Wexler, 1996); (b) morphosyntactic problems stem from deficits in agreement relations (Grammatical Agreement Deficit account, Clahsen, 1989; Clahsen, Bartke, & Gollner, 1997); and (c) trouble with inflectional morphology is less pronounced in children with SLI acquiring richly inflected languages (Sparse Morphology account, Leonard, Bortolini, Caselli, McGregor, & Sabbadim, 1992). Special characteristics of Arabic such as its intricate morphological system and null subject properties make it particularly valuable in determining universal versus language-specific aspects of SLI. Clinical implications for SLI in Arabic and directions for future research are also explored.
Ebbels, Susan Helen. "Argument structure in Specific Language Impairment : from theory to therapy". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444649/.
Pełny tekst źródłaLau, Ka-ming, i 劉家明. "Cognitive reading strategies instruction for children with specific language impairment". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48273624.
Pełny tekst źródłapublished_or_final_version
Education
Doctoral
Doctor of Education
Robinson, Karen Josephine. "The social well-being of children with specific language impairment". Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8862.
Pełny tekst źródłaHasselaar, Dorothea Juliane. "The morphology of German-speaking children with specific language impairment". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2758.
Pełny tekst źródłaJong, Jan de. "Specific language impairment in Dutch : inflectional morphology and argument structure /". Groningen, Netherlands : [Rijksuniversiteit te Groningen], 1999. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008846575&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Pełny tekst źródłaMcConnell, Sarah Ann. "Sentence complexity in children with autism and specific language impairment". Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/548.
Pełny tekst źródłaHaskill, Allison Marie. "A Comparison of morphosyntactic and phonological profiles of children with specific language impairment and children with phonological-language impairment /". abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3024486.
Pełny tekst źródłaAnderson, Alida Lorraine. "Literate language feature use in preschool age children with specific language impairment and typically developing language". College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3427.
Pełny tekst źródłaThesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Meyers, Christina. "Investigation of Treatment Dose Schedule for Children with Specific Language Impairment". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560819.
Pełny tekst źródłaJunyent, Andrea Anahi. "Individual differences in Specific Language Impairment: profiles of preschoolers exposed to Italian". Doctoral thesis, Università degli studi di Padova, 2011. http://hdl.handle.net/11577/3422857.
Pełny tekst źródłaLa seguente ricerca esplora i profili del Disturbo Specifico del Linguaggio (DSL) attraverso lo studio di un caso singolo e uno studio di gruppo, confrontandoli con quelli di bambini aventi la stessa età cronologica o la stessa lunghezza media dell‘enunciato (LME). Nello studio di caso singolo sono state comparate le caratteristiche morfosintattiche della produzione spontanea ed elicitata di un bambino con DSL con i dati in letteratura sulla produzione di bambini con LME equivalente. I risultati sono stati esaminati alla luce di ipotesi che concepiscono il DSL come un deficit di origine grammaticale. È stato trovato un ritardo nella produzione di verbi flessi, come atteso in base al livello di LME e in accordo con le spiegazioni linguistiche. Un ritardo inatteso per livello di LME è stato trovato nella produzione di pronomi clitici di oggetto diretto e indiretto e articoli, i quali hanno potuto essere spiegati solo parzialmente alla luce delle ipotesi considerate. Nello studio di gruppo, sono state esaminate la comprensione e produzione lessicale morfosintattica e testuale insieme alla memoria fonologica in 50 bambini con DSL (gruppo DSL). Allo scopo di identificare profili, le prestazioni del gruppo DSL sono state comparate con la performance di bambini con sviluppo tipico (gruppo ST) appaiati per età e per LME e sono stati identificati e confrontati sottogruppi di bambini con DSL. Inoltre, i rapporti fra le abilità linguistiche e la memoria fonologica sono stati esaminati nel gruppo totale di bambini (gruppi DSL e ST). Il confronto tra il gruppo DSL e TD ha mostrato, per il primo, un pattern complesso in cui le abilità lessicali, morfosintattiche e di memoria fonologica sono compromesse mentre le capacità testuali sono parzialmente preservate. Sono stati comparati sottogruppi (del gruppo DSL) con le seguenti caratteristiche: produzione lessicale e morfosintattica lievemente compromessa, produzione lessicale e morfosintattica severamente compromessa, e produzione lessicale lievemente compromessa e produzione morfosintattica severamente compromessa. I risultati per i sottogruppi hanno evidenziato diversi profili in relazione alla memoria fonologica, imputabili alla severità del deficit in produzione morfosintattica dei sottogruppi. Ciò suggerisce una forte relazione fra memoria fonologica e morfosintassi. I rapporti specifici fra abilità linguistiche e di memoria sono stati esaminati con analisi di regressione. I risultati hanno indicato che la memoria fonologica è il miglior predittore della comprensione e produzione linguistica nel gruppo totale di bambini, mentre l‘appartenenza al gruppo DSL or al gruppo TD non ha spiegato ulteriore variabilità. Ciò suggerisce una forte relazione fra memoria fonologica e linguaggio, indipendentemente dalla appartenenza a un gruppo o all‘altro. Il secondo migliore predittore è stato la comprensione lessicale, che ha predetto la comprensione morfosintattica e testuale nel gruppo totale, mentre l‘appartenenza al gruppo DSL o TD non ha spiegato ulteriore variabilità. Questi risultati suggeriscono abilità linguistiche gerarchicamente strutturate in comprensione a prescindere del gruppo di appartenenza.
Ahufinger, Sanclemente Nadia. "Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment". Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.
Pełny tekst źródłaLos niños y niñas con trastorno específico del lenguaje (TEL) presentan dificultades en el proceso de extracción de información abstracta que se encuentra en nuestro entorno a partir de patrones estadísticos, cálculos probabilísticos o habilidades procedimentales. La hipótesis del déficit procedimental (PDH) (Ullman y Pierpont, 2005) propone que las dificultades que presentan estos niños/as en el área de la morfología y la gramática se pueden explicar por anomalías en áreas cerebrales asociadas a la memoria procedimental. La PDH también propone que los niños con TEL tienen menos dificultades relacionadas con el vocabulario porque tienen la memoria declarativa relativamente preservada. Contrariamente, diferentes estudios demuestran que la población con TEL tiene dificultades léxicas. Los objetivos de esta tesis doctoral son demostrar si los niños/as con TEL presentan dificultades en realizar tareas que requieren del aprendizaje estadístico. En segundo lugar, investigamos si el aprendizaje estadístico también tiene un rol explicativo en el conocimiento de vocabulario. En tercer lugar, examinamos el papel que tiene la memoria de trabajo y la memoria declarativa en relación al conocimiento del léxico. Un total de 76 niños/as (24 niñas, 52 niños) participaron en este estudio. El grupo TEL estaba formado por 38 niños y niñas (M edad = 8,7 años). El grupo control estaba formado por 38 niños/as con desarrollo típico (DT) (M edad = 8,9 años). Todos los participantes realizaron 3 experimentos de aprendizaje estadístico: (1) auditivo y secuencial, (1) visual y secuencial y (3) audiovisual y no secuencial. Además, a todos los participantes se les evaluó con diferentes baterías de memoria de trabajo y memoria declarativa. Los resultados mostraron que el grupo TEL obtuvo un rendimiento significativamente inferior al grupo control en los tres experimentos de aprendizaje estadístico. Además, tanto el aprendizaje estadístico como la memoria declarativa fueron dos predictores significativos del conocimiento del vocabulario de los participantes. Estos resultados demuestran que el aprendizaje estadístico también es un mecanismo necesario para adquirir vocabulario y no sólo para aprender morfología y gramática. Además, el grupo TEL mostró resultados más bajos en las tareas de memoria de trabajo auditiva y visual en comparación con el grupo con DT. También se encontraron resultados equivalentes para ambos grupos en las pruebas que evaluaban la memoria declarativa (después de controlar la memoria de trabajo). Los resultados de esta investigación sugieren (1) que los niños/as con TEL muestran dificultades en aprendizaje estadístico en tres modalidades diferentes (visual, auditiva, audio-visual) (2) que los modelos teóricos actuales que se basan en la afectación de la memoria procedimental en esta población deben ir más allá de la hipótesis que sólo hay un aprendizaje procedimental secuencial afectado en esta población y (3) que el aprendizaje estadístico de regularidades no secuenciales también podría estar afectado en esta población.
Frick, Jillian Melissa. "Updating skills and character referencing in children with specific language impairment". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43494.
Pełny tekst źródłaNewbury, Dianne F. "A genome wide screen for loci involved in specific language impairment". Thesis, University of Oxford, 2002. http://ora.ox.ac.uk/objects/uuid:2b30517a-cecd-49f3-8a5d-556cef6d6723.
Pełny tekst źródłaArchibald, Lisa M. D. "Short-term and working memory in children with specific language impairment". Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2676/.
Pełny tekst źródłaTuomainen, O. T. "Auditory and speech processing in specific language impairment (SLI) and dyslexia". Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/19058/.
Pełny tekst źródłaAguilar, Jessica M., i Jessica M. Aguilar. "Exemplar Variability Facilitates Word Learning by Children with Specific Language Impairment". Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624159.
Pełny tekst źródłaGeiger, Brittany Middleton. "The social implications of specific language impairment in school age children". Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341785.
Pełny tekst źródłaAdvisor: Dr. Carla Wood Jackson, Florida State University, College of Communication, Dept. of Communication Disorders. Includes bibliographical references.
Dailey, Natalie S. "Talker Discrimination in Preschool Children with and without Specific Language Impairment". Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/301664.
Pełny tekst źródłaWilde, Heather Michelle. "The Variability in Children with Specific Language Impairment Compared to Children with Typical Language Development". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2330.
Pełny tekst źródłaHarrington, Val. "Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice". Thesis, University of Wolverhampton, 2011. http://hdl.handle.net/2436/209937.
Pełny tekst źródłaMackie, Clare Jayne. "Writing performance in children with a specific language impairment : impact of oral language and literacy". Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444837.
Pełny tekst źródłaRannard, Anne Christine. "Experiences of integration from language units to mainstream school for children with specific language impairment". Thesis, Liverpool John Moores University, 2001. http://researchonline.ljmu.ac.uk/5532/.
Pełny tekst źródłaHick, Rachel Fiona. "Language and memory development in children with Down syndrome and children with specific language impairment". Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488023.
Pełny tekst źródłaSin, Wan-san Dorene. "The identification and characterization of Cantonese-speaking children with specific language impairment". Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B3620769X.
Pełny tekst źródła"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.
Kuvalja, Martina. "Self-regulation and self-directed speech in children with specific language impairment". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709006.
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