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You searched for subject:(Grammatical development). Showing records 1 – 14 of 14 total matches.

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Penn State University

1. Dunn Davison, Megan Elizabeth. Spanish-English Bilingual Preschoolers' English Grammatical Development.

Degree: PhD, Communication Sciences and Disorders, 2008, Penn State University

 Previous research has largely focused on children’s developing abilities in their first language when studying Spanish-English bilingual children's language development. However, relatively little research has… (more)

Subjects/Keywords: Head Start; grammatical development; language development; bilingual; morphology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dunn Davison, M. E. (2008). Spanish-English Bilingual Preschoolers' English Grammatical Development. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8547

Chicago Manual of Style (16th Edition):

Dunn Davison, Megan Elizabeth. “Spanish-English Bilingual Preschoolers' English Grammatical Development.” 2008. Doctoral Dissertation, Penn State University. Accessed July 17, 2019. https://etda.libraries.psu.edu/catalog/8547.

MLA Handbook (7th Edition):

Dunn Davison, Megan Elizabeth. “Spanish-English Bilingual Preschoolers' English Grammatical Development.” 2008. Web. 17 Jul 2019.

Vancouver:

Dunn Davison ME. Spanish-English Bilingual Preschoolers' English Grammatical Development. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Jul 17]. Available from: https://etda.libraries.psu.edu/catalog/8547.

Council of Science Editors:

Dunn Davison ME. Spanish-English Bilingual Preschoolers' English Grammatical Development. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8547


Université de Grenoble

2. Marchal, Harmony. L’acquisition du genre grammatical, en français langue maternelle et langue seconde chez des enfants de 5 à 11 ans : perspectives développementale et computationnelle. : The acquisition of french grammatical gender in first ant second language for children aged from 5 to 11 : didactic and computational applications.

Degree: Docteur es, Sciences de l'éducation, 2011, Université de Grenoble

Cette recherche porte sur l’acquisition du genre grammatical français langue maternelle et langue seconde. Dans une perspective développementale, nous cherchons à décrire la manière dont… (more)

Subjects/Keywords: Genre grammatical; Acquisition; Développement; Modélisation informatique,; Apprentissage du français langue seconde; Grammatical gender; Acquisition; Development; Computational modeling,; Second language acquisition

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APA (6th Edition):

Marchal, H. (2011). L’acquisition du genre grammatical, en français langue maternelle et langue seconde chez des enfants de 5 à 11 ans : perspectives développementale et computationnelle. : The acquisition of french grammatical gender in first ant second language for children aged from 5 to 11 : didactic and computational applications. (Doctoral Dissertation). Université de Grenoble. Retrieved from http://www.theses.fr/2011GRENH002

Chicago Manual of Style (16th Edition):

Marchal, Harmony. “L’acquisition du genre grammatical, en français langue maternelle et langue seconde chez des enfants de 5 à 11 ans : perspectives développementale et computationnelle. : The acquisition of french grammatical gender in first ant second language for children aged from 5 to 11 : didactic and computational applications.” 2011. Doctoral Dissertation, Université de Grenoble. Accessed July 17, 2019. http://www.theses.fr/2011GRENH002.

MLA Handbook (7th Edition):

Marchal, Harmony. “L’acquisition du genre grammatical, en français langue maternelle et langue seconde chez des enfants de 5 à 11 ans : perspectives développementale et computationnelle. : The acquisition of french grammatical gender in first ant second language for children aged from 5 to 11 : didactic and computational applications.” 2011. Web. 17 Jul 2019.

Vancouver:

Marchal H. L’acquisition du genre grammatical, en français langue maternelle et langue seconde chez des enfants de 5 à 11 ans : perspectives développementale et computationnelle. : The acquisition of french grammatical gender in first ant second language for children aged from 5 to 11 : didactic and computational applications. [Internet] [Doctoral dissertation]. Université de Grenoble; 2011. [cited 2019 Jul 17]. Available from: http://www.theses.fr/2011GRENH002.

Council of Science Editors:

Marchal H. L’acquisition du genre grammatical, en français langue maternelle et langue seconde chez des enfants de 5 à 11 ans : perspectives développementale et computationnelle. : The acquisition of french grammatical gender in first ant second language for children aged from 5 to 11 : didactic and computational applications. [Doctoral Dissertation]. Université de Grenoble; 2011. Available from: http://www.theses.fr/2011GRENH002

3. Bahnsen, Alison J. One Of A Kind Grammar: The Role Of Sentence Diversity In Children's Grammatical Development.

Degree: MA, 0354, 2011, University of Illinois – Urbana-Champaign

 ABSTRACT Purpose: The purpose of this study was to investigate the contribution of parent sentence diversity to children???s sentence diversity at a later age. Children???s… (more)

Subjects/Keywords: Sentence diversity; Children's grammatical development

…early stage of grammatical development. The Importance of Input in Theories of Grammatical… …Development There are differing explanations for grammatical development, varying in the emphasis… …rate of grammatical development between children or developmental change over time. 3… …grammatical development. In a recent study, Hadley, Rispoli, Fitzgerald, and Bahnsen (2011)… …young children affects their rate of grammatical development and that children are already… 

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APA (6th Edition):

Bahnsen, A. J. (2011). One Of A Kind Grammar: The Role Of Sentence Diversity In Children's Grammatical Development. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24156

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bahnsen, Alison J. “One Of A Kind Grammar: The Role Of Sentence Diversity In Children's Grammatical Development.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed July 17, 2019. http://hdl.handle.net/2142/24156.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bahnsen, Alison J. “One Of A Kind Grammar: The Role Of Sentence Diversity In Children's Grammatical Development.” 2011. Web. 17 Jul 2019.

Vancouver:

Bahnsen AJ. One Of A Kind Grammar: The Role Of Sentence Diversity In Children's Grammatical Development. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2142/24156.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bahnsen AJ. One Of A Kind Grammar: The Role Of Sentence Diversity In Children's Grammatical Development. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24156

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Wilson, Patrick S. Do Word-Level Characteristics Predict Spontaneous Finiteness Marking in Specific Language Impairment?.

Degree: 2015, University of Massachusetts

  The correct use of morphological suffixes in obligatory contexts reflects linguistic knowledge and competence of speakers. Grammatical knowledge is acquired during a child’s period… (more)

Subjects/Keywords: specific language impairment; grammatical development; finiteness marking; neighborhood density; phonotactic probability; Speech Pathology and Audiology

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APA (6th Edition):

Wilson, P. S. (2015). Do Word-Level Characteristics Predict Spontaneous Finiteness Marking in Specific Language Impairment?. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/masters_theses_2/215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wilson, Patrick S. “Do Word-Level Characteristics Predict Spontaneous Finiteness Marking in Specific Language Impairment?.” 2015. Thesis, University of Massachusetts. Accessed July 17, 2019. https://scholarworks.umass.edu/masters_theses_2/215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wilson, Patrick S. “Do Word-Level Characteristics Predict Spontaneous Finiteness Marking in Specific Language Impairment?.” 2015. Web. 17 Jul 2019.

Vancouver:

Wilson PS. Do Word-Level Characteristics Predict Spontaneous Finiteness Marking in Specific Language Impairment?. [Internet] [Thesis]. University of Massachusetts; 2015. [cited 2019 Jul 17]. Available from: https://scholarworks.umass.edu/masters_theses_2/215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson PS. Do Word-Level Characteristics Predict Spontaneous Finiteness Marking in Specific Language Impairment?. [Thesis]. University of Massachusetts; 2015. Available from: https://scholarworks.umass.edu/masters_theses_2/215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

5. Scoville, Christine Beate. Noun Clauses in Clinical Child Language Samples.

Degree: MS, 2012, Brigham Young University

 Noun clauses are grammatical constructions that are of relevance both to typical language development and impaired language development. These clauses have been part of published… (more)

Subjects/Keywords: child language; language development; noun clauses; grammatical analysis; Communication Sciences and Disorders

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APA (6th Edition):

Scoville, C. B. (2012). Noun Clauses in Clinical Child Language Samples. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4544&context=etd

Chicago Manual of Style (16th Edition):

Scoville, Christine Beate. “Noun Clauses in Clinical Child Language Samples.” 2012. Masters Thesis, Brigham Young University. Accessed July 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4544&context=etd.

MLA Handbook (7th Edition):

Scoville, Christine Beate. “Noun Clauses in Clinical Child Language Samples.” 2012. Web. 17 Jul 2019.

Vancouver:

Scoville CB. Noun Clauses in Clinical Child Language Samples. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Jul 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4544&context=etd.

Council of Science Editors:

Scoville CB. Noun Clauses in Clinical Child Language Samples. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4544&context=etd


Univerzitet u Beogradu

6. Kelemen, Ljiljana J., 1985-. Методички приступ усвајању морфолошких облика речи.

Degree: Učiteljski fakultet, 2016, Univerzitet u Beogradu

Дидактичко-методичке науке - Методика наставе српског језика и књижевности / Didactic and methodological sciences - Methodology of teaching Serbian language and literature

У првом делу… (more)

Subjects/Keywords: grammatical word category; methodological approach; grammar class; morphology class; paradigmatic literary texts; paradigmatic language games; speech development; textbook content; language acquisition; morphological concept acquisition

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APA (6th Edition):

Kelemen, Ljiljana J., 1. (2016). Методички приступ усвајању морфолошких облика речи. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:14062/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kelemen, Ljiljana J., 1985-. “Методички приступ усвајању морфолошких облика речи.” 2016. Thesis, Univerzitet u Beogradu. Accessed July 17, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:14062/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kelemen, Ljiljana J., 1985-. “Методички приступ усвајању морфолошких облика речи.” 2016. Web. 17 Jul 2019.

Vancouver:

Kelemen, Ljiljana J. 1. Методички приступ усвајању морфолошких облика речи. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Jul 17]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:14062/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kelemen, Ljiljana J. 1. Методички приступ усвајању морфолошких облика речи. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:14062/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

7. Karagianni, Ioanna. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.

Degree: 2016, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The aim of the study was to address the question of whether, in the course of foreign language learning, the oral correction of learners’ errors… (more)

Subjects/Keywords: Πρώτη/ Μητρική Γλώσσα (Γ1); Δεύτερη/ Ξένη Γλώσσα (Γ2); Ανατροφοδότηση; Ανάπτυξη της Γ2; Εκμάθηση; Γραμματικά λάθη; First Language (L1); Second/ Foreign Language (L2); Corrective Feedback (CF); L2 development; Learning; Grammatical Errors

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APA (6th Edition):

Karagianni, I. (2016). The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/39667

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Karagianni, Ioanna. “The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.” 2016. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed July 17, 2019. http://hdl.handle.net/10442/hedi/39667.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Karagianni, Ioanna. “The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development.” 2016. Web. 17 Jul 2019.

Vancouver:

Karagianni I. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10442/hedi/39667.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karagianni I. The use of learners' L1 in teacher oral corrective feedback: its effect on L2 development. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2016. Available from: http://hdl.handle.net/10442/hedi/39667

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

8. Rietbergen, Marpessa. Is earlier always better for learning a second language in terms of cognitive development?.

Degree: 2011, University of Florida

 The purpose of this paper is to reflect on cognitive development and its effects on child second language acquisition. In the works done by Rice… (more)

Subjects/Keywords: Adjectivals; Adult education; Adults; Child psychology; Cognitive linguistics; Foreign language learning; Grammatical constructions; Language; Learning; Second language learning; Child development; English language; Second language acquisition; Spanish language

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APA (6th Edition):

Rietbergen, M. (2011). Is earlier always better for learning a second language in terms of cognitive development?. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00057244

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rietbergen, Marpessa. “Is earlier always better for learning a second language in terms of cognitive development?.” 2011. Thesis, University of Florida. Accessed July 17, 2019. http://ufdc.ufl.edu/AA00057244.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rietbergen, Marpessa. “Is earlier always better for learning a second language in terms of cognitive development?.” 2011. Web. 17 Jul 2019.

Vancouver:

Rietbergen M. Is earlier always better for learning a second language in terms of cognitive development?. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Jul 17]. Available from: http://ufdc.ufl.edu/AA00057244.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rietbergen M. Is earlier always better for learning a second language in terms of cognitive development?. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00057244

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Hsin, Lisa. Integrated bilingual grammatical architecture: Insights from syntactic development.

Degree: 2014, Johns Hopkins University

 It is generally agreed upon today that bilingual children are able to differentiate their two languages as early as the babbling stage, but that the… (more)

Subjects/Keywords: Bilingualism; Language Acquisition; Syntactic Development; Optimality Theory; Spanish-English; Grammatical Architecture

…1 xxii Bilingual development and grammatical architecture 1 1.1 Introduction… …optimal candidate marker xxiii Chapter 1 Bilingual development and grammatical architecture… …brief discussion of theories of grammatical development rounds out the introduction, which… …1 1.2 Bilingualism in development and maintenance . . . . . . . . . . . . . . . . . 4… …syntactic development . . . . . . . . . . . . . . . . . . . . . . . . 29 1.6.1 Full competence… 

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APA (6th Edition):

Hsin, L. (2014). Integrated bilingual grammatical architecture: Insights from syntactic development. (Thesis). Johns Hopkins University. Retrieved from http://jhir.library.jhu.edu/handle/1774.2/37142

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hsin, Lisa. “Integrated bilingual grammatical architecture: Insights from syntactic development.” 2014. Thesis, Johns Hopkins University. Accessed July 17, 2019. http://jhir.library.jhu.edu/handle/1774.2/37142.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hsin, Lisa. “Integrated bilingual grammatical architecture: Insights from syntactic development.” 2014. Web. 17 Jul 2019.

Vancouver:

Hsin L. Integrated bilingual grammatical architecture: Insights from syntactic development. [Internet] [Thesis]. Johns Hopkins University; 2014. [cited 2019 Jul 17]. Available from: http://jhir.library.jhu.edu/handle/1774.2/37142.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hsin L. Integrated bilingual grammatical architecture: Insights from syntactic development. [Thesis]. Johns Hopkins University; 2014. Available from: http://jhir.library.jhu.edu/handle/1774.2/37142

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Hunt, Elizabeth Teresa. Developmental patterns of English grammar in bilingual children.

Degree: Communication Sciences and Disorders, 2013, University of Texas – Austin

 Typically developing Spanish-English bilingual children's production of twelve grammatical morphemes was analyzed for accuracy and described as a function of their English mastery, as indexed… (more)

Subjects/Keywords: Bilingualism; Children; Grammatical morphemes; Typical language development; Mean length of utterance; Developmental patterns; Language impairment

…speech-language pathology, an understanding of typical grammatical development informs… …grammatical development is imperative for the implementation of best practice. For monolingual… …children, there exists a plentitude of normative research and data on grammatical development in… …grammatical development in bilingual children. 2 ENGLISH GRAMMATICAL DEVELOPMENT IN MONOLINGUALS… …with the order and stages of grammatical morpheme development (Table 1). This… 

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APA (6th Edition):

Hunt, E. T. (2013). Developmental patterns of English grammar in bilingual children. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hunt, Elizabeth Teresa. “Developmental patterns of English grammar in bilingual children.” 2013. Thesis, University of Texas – Austin. Accessed July 17, 2019. http://hdl.handle.net/2152/22277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hunt, Elizabeth Teresa. “Developmental patterns of English grammar in bilingual children.” 2013. Web. 17 Jul 2019.

Vancouver:

Hunt ET. Developmental patterns of English grammar in bilingual children. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2152/22277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hunt ET. Developmental patterns of English grammar in bilingual children. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. McKenna, Megan. Developmental expectations for child-like sentences.

Degree: MA, 0354, 2013, University of Illinois – Urbana-Champaign

 Purpose: The purpose of this project was to establish developmental sentence diversity expectations for children at 30 months of age. Two research questions were posed:… (more)

Subjects/Keywords: Child language; sentence diversity; grammatical development; early intervention; speech-language pathology

…descriptive information about the development of an early grammatical system, Ingram (1989)… …grammatical vulnerability. 3 Documentation of sentence development expectations may assist in… …after the development of basic grammatical relations. Phrase structure rules accounted for the… …relations serve as the foundation for the child to move toward grammatical development. Although… …viewed as the development of the grammatical category “noun phrase,” or NP. Level III… 

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APA (6th Edition):

McKenna, M. (2013). Developmental expectations for child-like sentences. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McKenna, Megan. “Developmental expectations for child-like sentences.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed July 17, 2019. http://hdl.handle.net/2142/45319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McKenna, Megan. “Developmental expectations for child-like sentences.” 2013. Web. 17 Jul 2019.

Vancouver:

McKenna M. Developmental expectations for child-like sentences. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2142/45319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McKenna M. Developmental expectations for child-like sentences. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

12. Chakravarty, Tushar. Child second language (L2) acquisition and cognitive development: is earlier always better?.

Degree: 2012, University of Florida

 Is there such a thing as “too early” for child L2 acquisition in non-naturalistic contexts? Highlighting the fact that children below the age of 6-7… (more)

Subjects/Keywords: Adults; Age groups; Child development; Child psychology; Cognitive linguistics; Grammatical constructions; Language; Language acquisition; Linguistics; Second language learning; Children; Children – Language; English language – Study and teaching – Foreign speakers; Second language acquisition

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APA (6th Edition):

Chakravarty, T. (2012). Child second language (L2) acquisition and cognitive development: is earlier always better?. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00060917

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chakravarty, Tushar. “Child second language (L2) acquisition and cognitive development: is earlier always better?.” 2012. Thesis, University of Florida. Accessed July 17, 2019. http://ufdc.ufl.edu/AA00060917.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chakravarty, Tushar. “Child second language (L2) acquisition and cognitive development: is earlier always better?.” 2012. Web. 17 Jul 2019.

Vancouver:

Chakravarty T. Child second language (L2) acquisition and cognitive development: is earlier always better?. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Jul 17]. Available from: http://ufdc.ufl.edu/AA00060917.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chakravarty T. Child second language (L2) acquisition and cognitive development: is earlier always better?. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00060917

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Hoover, Jill R. The Interface between the Lexicon and Finiteness Marking in Specific Language Impairment.

Degree: PhD, Child Language, 2009, University of Kansas

 Inconsistent omission of finiteness markers is a clinical marker for Specific Language Impairment (SLI). A similar pattern of omission is observed during normal development. Potential… (more)

Subjects/Keywords: Health sciences; Speech pathology; Language; Linguistics; Finiteness marking; Grammatical development; Language impairment; Morphosyntax; Neighborhood density; Specific language impairment

…The OI stage is a normal stage of grammatical development for preschool children and between… …would also experience the OI stage of grammatical development and perform similarly to younger… …grammatical development that was particularly compromised in children with SLI, despite the… …similarity to a known phase of grammatical development for typically developing children. In a… …studies reporting a relationship explored vocabulary and general grammatical development, not… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hoover, J. R. (2009). The Interface between the Lexicon and Finiteness Marking in Specific Language Impairment. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/5995

Chicago Manual of Style (16th Edition):

Hoover, Jill R. “The Interface between the Lexicon and Finiteness Marking in Specific Language Impairment.” 2009. Doctoral Dissertation, University of Kansas. Accessed July 17, 2019. http://hdl.handle.net/1808/5995.

MLA Handbook (7th Edition):

Hoover, Jill R. “The Interface between the Lexicon and Finiteness Marking in Specific Language Impairment.” 2009. Web. 17 Jul 2019.

Vancouver:

Hoover JR. The Interface between the Lexicon and Finiteness Marking in Specific Language Impairment. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1808/5995.

Council of Science Editors:

Hoover JR. The Interface between the Lexicon and Finiteness Marking in Specific Language Impairment. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/5995

14. Lovgren-Uribe, Samantha Doline. Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children.

Degree: Communication Sciences and Disorders, 2013, University of Texas – Austin

 The purpose of this analysis was to define norms for grammatical morpheme development in Spanish for Spanish-English bilingual children ages 4;0-7;6. This study uses secondary… (more)

Subjects/Keywords: Bilingualism; Spanish-English bilinguals; Grammatical morphemes; Morphosyntax, Mean length of utterance in words; Bilingual language assessment; Bilingual language acquisition; Bilingual language development; Typical development

…information about typical bilingual grammatical morpheme development, SLPs will be better able to… …children begin to compound grammatical units, which happens later in the development of language… …define development of Spanish in bilingual children. 4 Table 1. Acquisition of grammatical… …present analysis, we chose to focus on the typical development of grammatical morphemes that… …grammatical morphemes in order to distinguish typical development from LI. Previous studies have… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lovgren-Uribe, S. D. (2013). Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lovgren-Uribe, Samantha Doline. “Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children.” 2013. Thesis, University of Texas – Austin. Accessed July 17, 2019. http://hdl.handle.net/2152/22395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lovgren-Uribe, Samantha Doline. “Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children.” 2013. Web. 17 Jul 2019.

Vancouver:

Lovgren-Uribe SD. Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2152/22395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lovgren-Uribe SD. Developmental patterns of Spanish grammatical morphemes and mean length of utterance in bilingual children. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.