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Статті в журналах з теми "Phonological delay"
Ha, Seunghee, and Minkyeong Pi. "Phonological Processing Skills of Children with Phonological Delay and Phonological Disorder." Communication Sciences & Disorders 27, no. 4 (December 31, 2022): 844–54. http://dx.doi.org/10.12963/csd.22932.
Повний текст джерелаWaring, Rebecca, Patricia Eadie, Susan Rickard Liow, and Barbara Dodd. "Do children with phonological delay have phonological short-term and phonological working memory deficits?" Child Language Teaching and Therapy 33, no. 1 (July 26, 2016): 33–46. http://dx.doi.org/10.1177/0265659016654955.
Повний текст джерелаRvachew, Susan, Michele Nowak, and Genevieve Cloutier. "Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children With Expressive Phonological Delay." American Journal of Speech-Language Pathology 13, no. 3 (August 2004): 250–63. http://dx.doi.org/10.1044/1058-0360(2004/026).
Повний текст джерелаWaring, Rebecca, Susan Rickard Liow, Barbara Dodd, and Patricia Eadie. "Differentiating phonological delay from phonological disorder: Executive function performance in preschoolers." International Journal of Language & Communication Disorders 57, no. 2 (January 21, 2022): 288–302. http://dx.doi.org/10.1111/1460-6984.12694.
Повний текст джерелаGonzales, Wendy, and Marie Tejero Hughes. "Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages." Education Sciences 8, no. 4 (October 19, 2018): 175. http://dx.doi.org/10.3390/educsci8040175.
Повний текст джерелаManipuspika, Yana Shanti. "Phonological Development of Children With Speech Delay." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (April 29, 2019): 12–22. http://dx.doi.org/10.22225/jr.5.1.898.12-22.
Повний текст джерелаOlszewski, Arnold, Xigrid Soto, and Howard Goldstein. "Modeling Alphabet Skills as Instructive Feedback Within a Phonological Awareness Intervention." American Journal of Speech-Language Pathology 26, no. 3 (August 15, 2017): 769–90. http://dx.doi.org/10.1044/2017_ajslp-16-0042.
Повний текст джерелаGIERUT, JUDITH A., and MICHELE L. MORRISETTE. "Density, frequency and the expressive phonology of children with phonological delay." Journal of Child Language 39, no. 4 (December 19, 2011): 804–34. http://dx.doi.org/10.1017/s0305000911000304.
Повний текст джерелаGIERUT, JUDITH A., and MICHELE L. MORRISETTE. "Dense neighborhoods and mechanisms of learning: evidence from children with phonological delay." Journal of Child Language 42, no. 5 (October 31, 2014): 1036–72. http://dx.doi.org/10.1017/s0305000914000701.
Повний текст джерелаLee, Chang H. "Test of the Phonological Recoding Hypothesis Using a Letter-Delay Task." Perceptual and Motor Skills 95, no. 2 (October 2002): 487–90. http://dx.doi.org/10.2466/pms.2002.95.2.487.
Повний текст джерелаДисертації з теми "Phonological delay"
Dewhurst, Jacqueline. "The relationship between phonological delay and later metaphonological development." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29827.
Повний текст джерелаMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Pereira, Thaís Giantomaso. "Avaliação de atrasos metafonológicos e problemas de comportamento em crianças pré-escolares." Universidade Presbiteriana Mackenzie, 2011. http://tede.mackenzie.br/jspui/handle/tede/1547.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Units of child education represented by preschools can be excellent venues for detecting indicators of learning disabilities precociously through the evaluation of metaphonologial skills and behavioral problems that can afterwards influence negatively the alphabetization, socialization and adaptation processes. Recent scientific studies warn about the need of early identification of metaphonological delays and behavioral alterations in preschoolers, as a way to diminish possible learning disabilities that can prevail during school age in regular education. The present study aimed at identifying metaphonological delays and behavioral alterations in preschoolers. The sample was composed of 41 children of both genders, age range 4-5years old (mean age Child group I = 4,3; mean age Child group II = 5,6), that attend public schools in São Paulo, and their respective parents/caretakers and teachers. The instruments to data collection were: a) questionnaire of socio-economic assessment based of Brazil Criterion of Economic Classification, b) Columbia Mental Maturity Scale CMMS, c) Phonological Awareness Test; d) Child Behavior Checklist CBCL/1 ½-5; e) Caregiver-Teacher Report Form 1½-5 C-TRF. Results show that the best scores in the Phonological Awareness Test, even for children that attended grade I of preschool, were obtained in the syllabic synthesis task. As for the other tasks all children made mistakes in three or all of the itens. It was observed that the older the child, the better are the results in the majority of the tasks of the Phonological Awareness Test. A cluster analysis allowed the formation of three groups composed of 24, 7 and 9 children. The tasks with statistically significant contribution to the formation of groups were Total of Rhymes (p= 0,001), "Total of Alliteration" (p=0,000), "Total of Syllabic Segmentation" (p=0,000) and "Total of Syllabic Manipulation" (p=0,000). The other variables about the stanine data of CMMS and the total scores of CBCL 1½-5 and C-TRF did not distinguish the groups. It was observed that, except for the scales of Attention Problems and Attention Deficit/Hyperactivity Problems, there were statistically significant differences between the mean total score obtained in the CBCL 1½-5 answered by the parents and the C-TRF answered by the teachers. When compared to teachers, parents identified more behavioral problems in all scales with score differences ranging from 5,31 to 18,8. Although this is a preliminary study, we expect it can help the educational staff from child education units to plan activities that develop metaphonological skills and oral language in these children. The statistical analyses did not show significant correlations between metaphonological skills and behavioral alterations. However, the high rate of behavioral problems reported by the parents indicates the need for further studies to verify associated factors as well as ways to manage them.
As unidades de Educação Infantil, representadas pelas pré-escolas, podem ser excelentes lócus para a detecção precoce de indicadores de problemas de aprendizagem, a partir da avaliação de habilidades metafonológicas e de problemas de comportamento, que, posteriormente, poderão influenciar negativamente no processo de alfabetização, socialização e adaptação da criança. Estudos científicos recentes alertam para a necessidade de identificar atrasos metafonológicos e alterações comportamentais de forma precoce, como maneira de amenizar possíveis transtornos de aprendizagem que podem prevalecer na idade escolar, durante o ensino formal. O presente estudo teve como objetivo identificar atrasos metafonológicos e alterações comportamentais em crianças pré-escolares. A amostra foi composta por 41 crianças de ambos os sexos, na faixa etária de 4 a 5 anos (média de idade do grupo Infantil I=4,3 anos; média de idade do grupo Infantil II=5,2 anos; média de idade do grupo Pré-escolar=5,6 anos), que frequentam duas escolas municipais da cidade de São Paulo; seus respectivos pais/cuidadores e os e professores. Os instrumentos de coleta de dados foram os seguintes: a) Questionário de avaliação socioeconômica baseado no Critério de Classificação Econômica Brasil - CCEB; b) Escala de Maturidade Mental COLÚMBIA - CMMS; c) Prova de Consciência Fonológica PCF; d) Inventário de comportamentos para crianças entre 1,5 e 5 anos - CBCL/1½-5 anos; e) Inventário de comportamentos para crianças entre 1,5 e 5 anos/Formulário para Professores - C-TRF. Os resultados mostraram, na PCF, que os melhores escores, inclusive das crianças matriculadas na série Infantil I, foram obtidos no teste de síntese silábica. No restante dos testes, todas as crianças apresentaram erros em três ou na totalidade dos testes para cada tarefa desta prova. Verificou-se que quanto maior é a idade, melhores são os resultados nos escores da maior parte dos testes da PCF. Uma análise de cluster permitiu agrupar a amostra em três grupos, compostos por 24, 7 e 9 crianças. Neste caso, os testes com contribuição estatisticamente significativa para a formação dos grupos foram Total de rimas‟ (p=0,001), Total Aliteração (p=0,000)‟, Total Segmentação Silábica‟ (p=0,000) e Total Manipulação Silábica‟ (p=0,000). As variáveis restantes, referentes aos dados do estanino do teste Columbia, e os escores brutos do CBCL½-5 e do CTRF½-5 não diferenciariam os grupos. Observou-se que, com exceção das escalas de Problemas de Atenção e Problemas de Déficit de Atenção/Hiperatividade, houve diferenças estatisticamente significativas entre os valores médios dos escores brutos obtidos no CBCL/1½-5, respondido pelos pais, e no C-TRF, respondido pelos professores. Se comparados com os professores, os pais identificaram mais problemas de comportamento em todas as escalas, com diferenças entre estes de escores que oscilaram entre 5,31 e 18,8. Embora preliminar, espera-se que o estudo possa auxiliar a equipe educacional das unidades de Educação Infantil para planejar atividades que desenvolvam nas crianças habilidades metafonológicas e a linguagem oral. As análises estatísticas não evidenciaram correlações significativas entre as habilidades metafonológicas e as alterações comportamentais. Entretanto, o elevado número de problemas de comportamento identificados pelos pais das crianças indica a necessidade de outros estudos que investiguem os fatores associados e as formas de manejo adequadas.
Cummings, Alycia Erin. "Brain and behavior in children with phonological delays phonological, lexical, and sensory system interactions /." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352373.
Повний текст джерелаTitle from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).
Hsu, Shu-chuan, and 許淑娟. "A Study on Phonological Awareness in Preschool Childrenwith Developmental Language Delay." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24736118462519991056.
Повний текст джерела國立臺南大學
特殊教育學系碩士班
97
The purposes of this study were first to establish an assessment in phonological awareness that is suitable for pre-schooler, secondly to explore abilities in preschool children with developmental language delay and typical pre-schooler, and compare differences between the two groups ,and thirdly to analyze the relationships among the phonological awareness and listening comprehension and predictive efficiency. The subjects were preschool children with developmental language delay (n=20)and typical pre-schooler (n=20). Descriptive statistics, t-test, multiple regression analysis were used to analyze the collected data. The main findings of this study were stated as follows: 1. Phonological awareness of typical pre-schooler children are better then preschool children with developmental language delay. 2.There were significant differences in phonological awareness among typical pre-schooler children and preschool children with developmental language delay. 3.There were significant differences in reaction time of phonological awareness(initial sounds identification, last sounds identification, phoneme segmentation, phoneme deletion, alliteration substitution, rhymes substitution, phoneme blending) among typical pre-schooler and preschool children with developmental language delay. 4. There were significant relationships among phonological awareness and listening comprehension. 5. Rhymes substitution test and last sounds identification test were the predictable for the listening comprehension and account for 73.9% of the variance .
"Brain and behavior in children with phonological delays: Phonological, lexical, and sensory system interactions." UNIVERSITY OF CALIFORNIA, SAN DIEGO, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3352373.
Повний текст джерелаMENDONÇA, BÁRBARA SORAIA PEREIRA. "Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem." Master's thesis, 2012. http://hdl.handle.net/10400.26/21692.
Повний текст джерелаThe present dissertation has for main purpose to verify whether the phonological training program created by Silva (2003), which focuses on syllabic units, is effective regarding the development of syllabic awareness in children with language problems, such as the delayed development of language (ADL) and specific language development disorders (PEDL), as well as to describe the interaction between the experimenter and the children involved in the phonological program so as to understand the behavioral pattern manifested therein. Eight participants with language problems were selected with ages between 54 and 72 months old; four with ADL and four with PEDL. These children were subject to a phonological awareness evaluation through the phonological battery tests and were diagnosed with phonological awareness problems. The children with the language problems were placed under the program Silva (2003) in order to verify its results. Once the intervention was over a reevaluation of the phonological awareness levels was performed in each of the studied cases in order to check if the program was beneficial for the children and if there is a correlation between development disturbances of language and Syllabic Awareness. The participants did not evolve in any of the phonological tasks that were tested except what concerned syllabic analysis; statically significant differences were observed in both groups. The results show that the program contributed only to the development of a single phonological ability that had already been acquired although with poor performance. The behavioral pattern manifested among the children with ADL and PEDL was noticeably similar. Thus, it was proposed an intervention program of phonological awareness for children with language problems, ADL and PEDL. This program aims to promote word, rime and syllabic awareness. To achieve total collaboration and enthusiasm from the children it was proposed a program consisting of different enjoyable games involving a greater interaction between the experimenter and the child.
Книги з теми "Phonological delay"
Kyle, Fiona E. Reading Development in Deaf Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0010.
Повний текст джерела