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You searched for subject:(Language impairment). Showing records 1 – 30 of 409 total matches.

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University of Houston

1. Cowan, Tiana Marie. Using Narrow and Global Measures to Identify Children with LI in a Population Sample.

Degree: MA, Communication Sciences and Disorders, 2017, University of Houston

 Appropriate identification of children with language impairment (LI) is a persistent clinical issue in the field of communication disorders. Supplemental measures derived from the clinical… (more)

Subjects/Keywords: Language impairment

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APA (6th Edition):

Cowan, T. M. (2017). Using Narrow and Global Measures to Identify Children with LI in a Population Sample. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4525

Chicago Manual of Style (16th Edition):

Cowan, Tiana Marie. “Using Narrow and Global Measures to Identify Children with LI in a Population Sample.” 2017. Masters Thesis, University of Houston. Accessed April 20, 2021. http://hdl.handle.net/10657/4525.

MLA Handbook (7th Edition):

Cowan, Tiana Marie. “Using Narrow and Global Measures to Identify Children with LI in a Population Sample.” 2017. Web. 20 Apr 2021.

Vancouver:

Cowan TM. Using Narrow and Global Measures to Identify Children with LI in a Population Sample. [Internet] [Masters thesis]. University of Houston; 2017. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10657/4525.

Council of Science Editors:

Cowan TM. Using Narrow and Global Measures to Identify Children with LI in a Population Sample. [Masters Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4525


University of Houston

2. -2116-1765. Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences.

Degree: MA, Communication Disorders, 2019, University of Houston

 Spanish-English bilingual parents are faced with the decision to select home and school language for their children. Parents often turn to clinicians and professionals for… (more)

Subjects/Keywords: Bilingualism; Language impairment

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APA (6th Edition):

-2116-1765. (2019). Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4644

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2116-1765. “Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences.” 2019. Masters Thesis, University of Houston. Accessed April 20, 2021. http://hdl.handle.net/10657/4644.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2116-1765. “Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences.” 2019. Web. 20 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2116-1765. Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10657/4644.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2116-1765. Bilingualism and Children with Speech/Language Impairments: A Qualitative Study of Parents' Experiences. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4644

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Connecticut

3. Terziyan, Treysi. Use of Turkish Verbal Morphology by Children with Primary Language Impairment and their Typically Developing Peers.

Degree: MA, Speech, Language, and Hearing Sciences, 2016, University of Connecticut

Language impairment in languages other than English has not been exhaustively studied. In the current study, we developed tasks that elicit productions of verbal… (more)

Subjects/Keywords: Turkish; Language Impairment

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APA (6th Edition):

Terziyan, T. (2016). Use of Turkish Verbal Morphology by Children with Primary Language Impairment and their Typically Developing Peers. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/943

Chicago Manual of Style (16th Edition):

Terziyan, Treysi. “Use of Turkish Verbal Morphology by Children with Primary Language Impairment and their Typically Developing Peers.” 2016. Masters Thesis, University of Connecticut. Accessed April 20, 2021. https://opencommons.uconn.edu/gs_theses/943.

MLA Handbook (7th Edition):

Terziyan, Treysi. “Use of Turkish Verbal Morphology by Children with Primary Language Impairment and their Typically Developing Peers.” 2016. Web. 20 Apr 2021.

Vancouver:

Terziyan T. Use of Turkish Verbal Morphology by Children with Primary Language Impairment and their Typically Developing Peers. [Internet] [Masters thesis]. University of Connecticut; 2016. [cited 2021 Apr 20]. Available from: https://opencommons.uconn.edu/gs_theses/943.

Council of Science Editors:

Terziyan T. Use of Turkish Verbal Morphology by Children with Primary Language Impairment and their Typically Developing Peers. [Masters Thesis]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/gs_theses/943


University of Texas – Austin

4. Koebert, Taylor Morgan. Examining language patterns and growth of "at risk" bilingual children.

Degree: MA, Communication Sciences & Disorders, 2014, University of Texas – Austin

 The goal of this report was to explore ways to differentiate the performance of early school-aged Spanish-English bilingual children in U.S. public schools, who appear… (more)

Subjects/Keywords: Language impairment; Bilingual

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APA (6th Edition):

Koebert, T. M. (2014). Examining language patterns and growth of "at risk" bilingual children. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26278

Chicago Manual of Style (16th Edition):

Koebert, Taylor Morgan. “Examining language patterns and growth of "at risk" bilingual children.” 2014. Masters Thesis, University of Texas – Austin. Accessed April 20, 2021. http://hdl.handle.net/2152/26278.

MLA Handbook (7th Edition):

Koebert, Taylor Morgan. “Examining language patterns and growth of "at risk" bilingual children.” 2014. Web. 20 Apr 2021.

Vancouver:

Koebert TM. Examining language patterns and growth of "at risk" bilingual children. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/2152/26278.

Council of Science Editors:

Koebert TM. Examining language patterns and growth of "at risk" bilingual children. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26278


University of Manchester

5. Collins, Anna. Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment.

Degree: PhD, 2013, University of Manchester

 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… (more)

Subjects/Keywords: 306.44; metapragmatic; language impairment; pragmatic impairment

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APA (6th Edition):

Collins, A. (2013). Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment. (Doctoral Dissertation). University of Manchester. Retrieved from 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 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606992

Chicago Manual of Style (16th Edition):

Collins, Anna. “Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment.” 2013. Doctoral Dissertation, University of Manchester. Accessed April 20, 2021. 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 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606992.

MLA Handbook (7th Edition):

Collins, Anna. “Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment.” 2013. Web. 20 Apr 2021.

Vancouver:

Collins A. Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2021 Apr 20]. Available from: 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 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606992.

Council of Science Editors:

Collins A. Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment. [Doctoral Dissertation]. University of Manchester; 2013. Available from: 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 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606992


University of Utah

6. Miles. Gregory Russell. Using multidimensional scaling to develop communication profiles for children with autism.

Degree: PhD, Educational Psychology, 2012, University of Utah

Impairment in language and communication is a core deficit in autism and relatedautism spectrum disorders. Relatively recent research supports a co-occurrence oflanguage impairment similar to… (more)

Subjects/Keywords: Autism; Language Impairment; Profile Analysis

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APA (6th Edition):

Russell, M. G. (2012). Using multidimensional scaling to develop communication profiles for children with autism. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2051/rec/2862

Chicago Manual of Style (16th Edition):

Russell, Miles. Gregory. “Using multidimensional scaling to develop communication profiles for children with autism.” 2012. Doctoral Dissertation, University of Utah. Accessed April 20, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2051/rec/2862.

MLA Handbook (7th Edition):

Russell, Miles. Gregory. “Using multidimensional scaling to develop communication profiles for children with autism.” 2012. Web. 20 Apr 2021.

Vancouver:

Russell MG. Using multidimensional scaling to develop communication profiles for children with autism. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2021 Apr 20]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2051/rec/2862.

Council of Science Editors:

Russell MG. Using multidimensional scaling to develop communication profiles for children with autism. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2051/rec/2862


University of Connecticut

7. Wittke, Kacie. Specific Language Impairment and Executive Function: Parent and Teacher Ratings of Behavior.

Degree: MA, Communication Science, 2011, University of Connecticut

  Purpose: Children with specific language impairment (SLI) demonstrate difficulty on many performance-based measures of executive function, although their executive performance on ratings of behavior… (more)

Subjects/Keywords: language impairment; executive function; preschool

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APA (6th Edition):

Wittke, K. (2011). Specific Language Impairment and Executive Function: Parent and Teacher Ratings of Behavior. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/66

Chicago Manual of Style (16th Edition):

Wittke, Kacie. “Specific Language Impairment and Executive Function: Parent and Teacher Ratings of Behavior.” 2011. Masters Thesis, University of Connecticut. Accessed April 20, 2021. https://opencommons.uconn.edu/gs_theses/66.

MLA Handbook (7th Edition):

Wittke, Kacie. “Specific Language Impairment and Executive Function: Parent and Teacher Ratings of Behavior.” 2011. Web. 20 Apr 2021.

Vancouver:

Wittke K. Specific Language Impairment and Executive Function: Parent and Teacher Ratings of Behavior. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2021 Apr 20]. Available from: https://opencommons.uconn.edu/gs_theses/66.

Council of Science Editors:

Wittke K. Specific Language Impairment and Executive Function: Parent and Teacher Ratings of Behavior. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/66


University College Cork

8. Frizelle, Pauline. Investigating relative clauses in children with specific language impairment.

Degree: 2011, University College Cork

 Background: It is well documented that children with Specific Language Impairment (SLI) experience significant grammatical deficits. While much of the focus in the past has… (more)

Subjects/Keywords: Specific language impairment; Children

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APA (6th Edition):

Frizelle, P. (2011). Investigating relative clauses in children with specific language impairment. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/2451

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):

Frizelle, Pauline. “Investigating relative clauses in children with specific language impairment.” 2011. Thesis, University College Cork. Accessed April 20, 2021. http://hdl.handle.net/10468/2451.

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

MLA Handbook (7th Edition):

Frizelle, Pauline. “Investigating relative clauses in children with specific language impairment.” 2011. Web. 20 Apr 2021.

Vancouver:

Frizelle P. Investigating relative clauses in children with specific language impairment. [Internet] [Thesis]. University College Cork; 2011. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10468/2451.

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

Council of Science Editors:

Frizelle P. Investigating relative clauses in children with specific language impairment. [Thesis]. University College Cork; 2011. Available from: http://hdl.handle.net/10468/2451

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

9. Wright, Ashley R. Facilitating Initiation of Play in Young Children with Language Impairment .

Degree: 2012, California State University – San Marcos

Language impairment (LI) is a disorder in which an individual???s ability to use language and/or understand language is impacted. This difficulty with language often impacts… (more)

Subjects/Keywords: language impairment; preschool; play initiation

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APA (6th Edition):

Wright, A. R. (2012). Facilitating Initiation of Play in Young Children with Language Impairment . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/162

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):

Wright, Ashley R. “Facilitating Initiation of Play in Young Children with Language Impairment .” 2012. Thesis, California State University – San Marcos. Accessed April 20, 2021. http://hdl.handle.net/10211.8/162.

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

MLA Handbook (7th Edition):

Wright, Ashley R. “Facilitating Initiation of Play in Young Children with Language Impairment .” 2012. Web. 20 Apr 2021.

Vancouver:

Wright AR. Facilitating Initiation of Play in Young Children with Language Impairment . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10211.8/162.

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

Council of Science Editors:

Wright AR. Facilitating Initiation of Play in Young Children with Language Impairment . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/162

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


Louisiana State University

10. Bosanko, Mariajose. A Comparison of Pass Rates Across Three Language Screeners for Spanish-English Bilingual Children.

Degree: MA, Speech and Hearing Science, 2017, Louisiana State University

  There is limited research regarding the efficacy of the language screening process, especially for bilingual populations. The purpose of this study was to examine… (more)

Subjects/Keywords: screening; bilingual; language; impairment; risk

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APA (6th Edition):

Bosanko, M. (2017). A Comparison of Pass Rates Across Three Language Screeners for Spanish-English Bilingual Children. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4319

Chicago Manual of Style (16th Edition):

Bosanko, Mariajose. “A Comparison of Pass Rates Across Three Language Screeners for Spanish-English Bilingual Children.” 2017. Masters Thesis, Louisiana State University. Accessed April 20, 2021. https://digitalcommons.lsu.edu/gradschool_theses/4319.

MLA Handbook (7th Edition):

Bosanko, Mariajose. “A Comparison of Pass Rates Across Three Language Screeners for Spanish-English Bilingual Children.” 2017. Web. 20 Apr 2021.

Vancouver:

Bosanko M. A Comparison of Pass Rates Across Three Language Screeners for Spanish-English Bilingual Children. [Internet] [Masters thesis]. Louisiana State University; 2017. [cited 2021 Apr 20]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4319.

Council of Science Editors:

Bosanko M. A Comparison of Pass Rates Across Three Language Screeners for Spanish-English Bilingual Children. [Masters Thesis]. Louisiana State University; 2017. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4319


University of Texas – Austin

11. Miller, Mari Graceann. Evidence based practice brief : teaching emergent literacy skills to preschool children with specific language impairment.

Degree: MA, Communication Sciences and Disorders, 2011, University of Texas – Austin

 Preschool children with Specific Language Impairment are at an increased risk for later reading difficulties (Watson, Layton, & Pierce, 1994; Catts et al., 1999; Johnston… (more)

Subjects/Keywords: Emergent literacy; Language impairment; Preschool

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APA (6th Edition):

Miller, M. G. (2011). Evidence based practice brief : teaching emergent literacy skills to preschool children with specific language impairment. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2995

Chicago Manual of Style (16th Edition):

Miller, Mari Graceann. “Evidence based practice brief : teaching emergent literacy skills to preschool children with specific language impairment.” 2011. Masters Thesis, University of Texas – Austin. Accessed April 20, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-2995.

MLA Handbook (7th Edition):

Miller, Mari Graceann. “Evidence based practice brief : teaching emergent literacy skills to preschool children with specific language impairment.” 2011. Web. 20 Apr 2021.

Vancouver:

Miller MG. Evidence based practice brief : teaching emergent literacy skills to preschool children with specific language impairment. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2995.

Council of Science Editors:

Miller MG. Evidence based practice brief : teaching emergent literacy skills to preschool children with specific language impairment. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2995

12. Blay, Afua. Intonation Production And Perception In Children With Developmental Language Impairment.

Degree: PhD, Communication Sciences & Disorders, 2018, University of North Dakota

  Studies on intonation production and perception in children with developmental language impairment (LI) have reported mixed outcomes. Some suggest that intonation processing is impaired… (more)

Subjects/Keywords: Acoustics; Developmental language impairment; Intonation; Prosody; Severity; Specific language impairment

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APA (6th Edition):

Blay, A. (2018). Intonation Production And Perception In Children With Developmental Language Impairment. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2171

Chicago Manual of Style (16th Edition):

Blay, Afua. “Intonation Production And Perception In Children With Developmental Language Impairment.” 2018. Doctoral Dissertation, University of North Dakota. Accessed April 20, 2021. https://commons.und.edu/theses/2171.

MLA Handbook (7th Edition):

Blay, Afua. “Intonation Production And Perception In Children With Developmental Language Impairment.” 2018. Web. 20 Apr 2021.

Vancouver:

Blay A. Intonation Production And Perception In Children With Developmental Language Impairment. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2021 Apr 20]. Available from: https://commons.und.edu/theses/2171.

Council of Science Editors:

Blay A. Intonation Production And Perception In Children With Developmental Language Impairment. [Doctoral Dissertation]. University of North Dakota; 2018. Available from: https://commons.und.edu/theses/2171


University of Connecticut

13. Dixon, Erica. Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis.

Degree: MA, Communication Science, 2012, University of Connecticut

  ABSTRACT Purpose: This study used meta-analysis to investigate the difference in nonverbal cognitive performance of children with specific language impairment (SLI) and their typically… (more)

Subjects/Keywords: SLI; Specific Language Impairment; Nonverbal Cognition; IQ; Language Impairment; Language Disorder; PLI

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APA (6th Edition):

Dixon, E. (2012). Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/271

Chicago Manual of Style (16th Edition):

Dixon, Erica. “Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis.” 2012. Masters Thesis, University of Connecticut. Accessed April 20, 2021. https://opencommons.uconn.edu/gs_theses/271.

MLA Handbook (7th Edition):

Dixon, Erica. “Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis.” 2012. Web. 20 Apr 2021.

Vancouver:

Dixon E. Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis. [Internet] [Masters thesis]. University of Connecticut; 2012. [cited 2021 Apr 20]. Available from: https://opencommons.uconn.edu/gs_theses/271.

Council of Science Editors:

Dixon E. Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis. [Masters Thesis]. University of Connecticut; 2012. Available from: https://opencommons.uconn.edu/gs_theses/271


University of Texas – Austin

14. Martinez, Liana Marie. Fundamentals of auditory impairment for the speech-language pathologist.

Degree: MA, Communication Sciences & Disorders, 2017, University of Texas – Austin

 The purpose of this guide is to outline the fundamentals of speech, language, and hearing that are needed for speech-language pathologists (SLPs) to work with… (more)

Subjects/Keywords: Auditory impairment; Hearing loss; Hearing impairment; Speech-language pathology; Children; Treatment

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APA (6th Edition):

Martinez, L. M. (2017). Fundamentals of auditory impairment for the speech-language pathologist. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47263

Chicago Manual of Style (16th Edition):

Martinez, Liana Marie. “Fundamentals of auditory impairment for the speech-language pathologist.” 2017. Masters Thesis, University of Texas – Austin. Accessed April 20, 2021. http://hdl.handle.net/2152/47263.

MLA Handbook (7th Edition):

Martinez, Liana Marie. “Fundamentals of auditory impairment for the speech-language pathologist.” 2017. Web. 20 Apr 2021.

Vancouver:

Martinez LM. Fundamentals of auditory impairment for the speech-language pathologist. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/2152/47263.

Council of Science Editors:

Martinez LM. Fundamentals of auditory impairment for the speech-language pathologist. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/47263

15. Wright, Margaret Vivian. Oral and Written Narratives: A Comparison of Children With and Without Language Impairments.

Degree: 2018, University of Nevada – Reno

 Purpose:The purpose of this study was to examine oral and written narratives of 30 children with and without language impairments.Method: Thirty third grade children with… (more)

Subjects/Keywords: language impairment; language modalities; narratives; ral language; typical developing; written language

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APA (6th Edition):

Wright, M. V. (2018). Oral and Written Narratives: A Comparison of Children With and Without Language Impairments. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3463

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):

Wright, Margaret Vivian. “Oral and Written Narratives: A Comparison of Children With and Without Language Impairments.” 2018. Thesis, University of Nevada – Reno. Accessed April 20, 2021. http://hdl.handle.net/11714/3463.

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

MLA Handbook (7th Edition):

Wright, Margaret Vivian. “Oral and Written Narratives: A Comparison of Children With and Without Language Impairments.” 2018. Web. 20 Apr 2021.

Vancouver:

Wright MV. Oral and Written Narratives: A Comparison of Children With and Without Language Impairments. [Internet] [Thesis]. University of Nevada – Reno; 2018. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/11714/3463.

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

Council of Science Editors:

Wright MV. Oral and Written Narratives: A Comparison of Children With and Without Language Impairments. [Thesis]. University of Nevada – Reno; 2018. Available from: http://hdl.handle.net/11714/3463

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


University of Rochester

16. Johnson, Melissa A.; Hauenstein, Emily. Self-Perception of Language Abilities in Older Adults.

Degree: PhD, 2016, University of Rochester

 Purpose: To examine awareness of language abilities in cognitively healthy older adults and those with cognitive decline. Methods: A conceptual model of Awareness of Language(more)

Subjects/Keywords: Language; Awareness; Aging; Dementia; Mild cognitive impairment

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APA (6th Edition):

Johnson, Melissa A.; Hauenstein, E. (2016). Self-Perception of Language Abilities in Older Adults. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/31550

Chicago Manual of Style (16th Edition):

Johnson, Melissa A.; Hauenstein, Emily. “Self-Perception of Language Abilities in Older Adults.” 2016. Doctoral Dissertation, University of Rochester. Accessed April 20, 2021. http://hdl.handle.net/1802/31550.

MLA Handbook (7th Edition):

Johnson, Melissa A.; Hauenstein, Emily. “Self-Perception of Language Abilities in Older Adults.” 2016. Web. 20 Apr 2021.

Vancouver:

Johnson, Melissa A.; Hauenstein E. Self-Perception of Language Abilities in Older Adults. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/1802/31550.

Council of Science Editors:

Johnson, Melissa A.; Hauenstein E. Self-Perception of Language Abilities in Older Adults. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/31550


University of Alberta

17. Foroodi Nejad, Farzaneh. Towards the identification of linguistic characteristics of specific language impairment in Persian.

Degree: PhD, Linguistics, 2011, University of Alberta

 Studies on specific language impairment (SLI) have identified specific aspects of language as particularly vulnerable. However, a picture of relative strengths and weaknesses characterizing SLI… (more)

Subjects/Keywords: Specific language impairment, Persian, Narratives, grammatical morphology

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APA (6th Edition):

Foroodi Nejad, F. (2011). Towards the identification of linguistic characteristics of specific language impairment in Persian. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/th83m0359

Chicago Manual of Style (16th Edition):

Foroodi Nejad, Farzaneh. “Towards the identification of linguistic characteristics of specific language impairment in Persian.” 2011. Doctoral Dissertation, University of Alberta. Accessed April 20, 2021. https://era.library.ualberta.ca/files/th83m0359.

MLA Handbook (7th Edition):

Foroodi Nejad, Farzaneh. “Towards the identification of linguistic characteristics of specific language impairment in Persian.” 2011. Web. 20 Apr 2021.

Vancouver:

Foroodi Nejad F. Towards the identification of linguistic characteristics of specific language impairment in Persian. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2021 Apr 20]. Available from: https://era.library.ualberta.ca/files/th83m0359.

Council of Science Editors:

Foroodi Nejad F. Towards the identification of linguistic characteristics of specific language impairment in Persian. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/th83m0359


Leiden University

18. Voorneman, Daida Joane Crista. Depressive symptoms and level of emotion awareness in Dutch children with specific language impairment.

Degree: 2017, Leiden University

Subjects/Keywords: Specific language impairment

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APA (6th Edition):

Voorneman, D. J. C. (2017). Depressive symptoms and level of emotion awareness in Dutch children with specific language impairment. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/54350

Chicago Manual of Style (16th Edition):

Voorneman, Daida Joane Crista. “Depressive symptoms and level of emotion awareness in Dutch children with specific language impairment.” 2017. Masters Thesis, Leiden University. Accessed April 20, 2021. http://hdl.handle.net/1887/54350.

MLA Handbook (7th Edition):

Voorneman, Daida Joane Crista. “Depressive symptoms and level of emotion awareness in Dutch children with specific language impairment.” 2017. Web. 20 Apr 2021.

Vancouver:

Voorneman DJC. Depressive symptoms and level of emotion awareness in Dutch children with specific language impairment. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/1887/54350.

Council of Science Editors:

Voorneman DJC. Depressive symptoms and level of emotion awareness in Dutch children with specific language impairment. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/54350


University of Pretoria

19. Mosca, Renata. Language and communication development in preschool children with visual impairment : a systematic review.

Degree: Speech-Language Pathology and Audiology, 2015, University of Pretoria

Language and communication difficulties of young children with visual impairment (VI) may be ascribed to intellectual disability, multiple disabilities and autism spectrum disorder (ASD) rather… (more)

Subjects/Keywords: Communication and language development; Visual impairment; UCTD

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APA (6th Edition):

Mosca, R. (2015). Language and communication development in preschool children with visual impairment : a systematic review. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/48944

Chicago Manual of Style (16th Edition):

Mosca, Renata. “Language and communication development in preschool children with visual impairment : a systematic review.” 2015. Masters Thesis, University of Pretoria. Accessed April 20, 2021. http://hdl.handle.net/2263/48944.

MLA Handbook (7th Edition):

Mosca, Renata. “Language and communication development in preschool children with visual impairment : a systematic review.” 2015. Web. 20 Apr 2021.

Vancouver:

Mosca R. Language and communication development in preschool children with visual impairment : a systematic review. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/2263/48944.

Council of Science Editors:

Mosca R. Language and communication development in preschool children with visual impairment : a systematic review. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/48944

20. Johnson, Kelsey. The relationship between humor comprehension and syntax in children with language impairment .

Degree: 2012, California State University – San Marcos

 The current study considers different types of grammatical structures (simple, relative clause, passive) and incorporates them into a humor task to investigate the interaction of… (more)

Subjects/Keywords: language impairment; humor comprehension; syntactic complexity

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APA (6th Edition):

Johnson, K. (2012). The relationship between humor comprehension and syntax in children with language impairment . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/139

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):

Johnson, Kelsey. “The relationship between humor comprehension and syntax in children with language impairment .” 2012. Thesis, California State University – San Marcos. Accessed April 20, 2021. http://hdl.handle.net/10211.8/139.

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

MLA Handbook (7th Edition):

Johnson, Kelsey. “The relationship between humor comprehension and syntax in children with language impairment .” 2012. Web. 20 Apr 2021.

Vancouver:

Johnson K. The relationship between humor comprehension and syntax in children with language impairment . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/10211.8/139.

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

Council of Science Editors:

Johnson K. The relationship between humor comprehension and syntax in children with language impairment . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/139

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


Georgia State University

21. Whitmore, Ani. Examining the Relationship Between Imitation, Motor Movement, and Language Skill in Young Children with Developmental Disabilities.

Degree: PhD, Psychology, 2015, Georgia State University

  This study examined the relationship between imitation, motor movement, and language skill in 70 children with developmental disabilities. Four primary research questions were addressed:… (more)

Subjects/Keywords: Developmental disabilities; Language; Motor Impairment; Imitation

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APA (6th Edition):

Whitmore, A. (2015). Examining the Relationship Between Imitation, Motor Movement, and Language Skill in Young Children with Developmental Disabilities. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/137

Chicago Manual of Style (16th Edition):

Whitmore, Ani. “Examining the Relationship Between Imitation, Motor Movement, and Language Skill in Young Children with Developmental Disabilities.” 2015. Doctoral Dissertation, Georgia State University. Accessed April 20, 2021. https://scholarworks.gsu.edu/psych_diss/137.

MLA Handbook (7th Edition):

Whitmore, Ani. “Examining the Relationship Between Imitation, Motor Movement, and Language Skill in Young Children with Developmental Disabilities.” 2015. Web. 20 Apr 2021.

Vancouver:

Whitmore A. Examining the Relationship Between Imitation, Motor Movement, and Language Skill in Young Children with Developmental Disabilities. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2021 Apr 20]. Available from: https://scholarworks.gsu.edu/psych_diss/137.

Council of Science Editors:

Whitmore A. Examining the Relationship Between Imitation, Motor Movement, and Language Skill in Young Children with Developmental Disabilities. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_diss/137


University of Sydney

22. Frith, Matthew H. J. Speech pathology assessment of language and cognitive-communication following traumatic brain injury and developmental language impairment: a survey of international clinical practices .

Degree: 2014, University of Sydney

 Cognitive communication disorders subsequent to a traumatic brain injury (TBI) or a developmental language impairment (DLI) are two cognitively and linguistically different disorders. Speech Language(more)

Subjects/Keywords: Traumatic brain injury; Assessments; Developmental language impairment

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APA (6th Edition):

Frith, M. H. J. (2014). Speech pathology assessment of language and cognitive-communication following traumatic brain injury and developmental language impairment: a survey of international clinical practices . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/12788

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):

Frith, Matthew H J. “Speech pathology assessment of language and cognitive-communication following traumatic brain injury and developmental language impairment: a survey of international clinical practices .” 2014. Thesis, University of Sydney. Accessed April 20, 2021. http://hdl.handle.net/2123/12788.

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

MLA Handbook (7th Edition):

Frith, Matthew H J. “Speech pathology assessment of language and cognitive-communication following traumatic brain injury and developmental language impairment: a survey of international clinical practices .” 2014. Web. 20 Apr 2021.

Vancouver:

Frith MHJ. Speech pathology assessment of language and cognitive-communication following traumatic brain injury and developmental language impairment: a survey of international clinical practices . [Internet] [Thesis]. University of Sydney; 2014. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/2123/12788.

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

Council of Science Editors:

Frith MHJ. Speech pathology assessment of language and cognitive-communication following traumatic brain injury and developmental language impairment: a survey of international clinical practices . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/12788

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


University of Texas – Austin

23. -1303-2154. Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students.

Degree: MA, Communication Sciences & Disorders, 2015, University of Texas – Austin

 This study investigated the relationships between risk for specific language impairment SLI, oral and written language comprehension, and overall reading achievement in bilingual third grade… (more)

Subjects/Keywords: Bilingual; SLI; Reading; Comprehension; Risk; Language impairment

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APA (6th Edition):

-1303-2154. (2015). Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46676

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1303-2154. “Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students.” 2015. Masters Thesis, University of Texas – Austin. Accessed April 20, 2021. http://hdl.handle.net/2152/46676.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1303-2154. “Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students.” 2015. Web. 20 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1303-2154. Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students. [Internet] [Masters thesis]. University of Texas – Austin; 2015. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/2152/46676.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1303-2154. Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students. [Masters Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/46676

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Maryland

24. Rosner, Rachel Stein. An Exploration of Auditory Brainstem Encoding of Stop Consonants in Infants and Implications for Language Outcomes.

Degree: Hearing and Speech Sciences, 2016, University of Maryland

 Current trends in speech-language pathology focus on early intervention as the preferred tool for promoting the best possible outcomes in children with language disorders. Neuroimaging… (more)

Subjects/Keywords: Language; Audiology; Auditory Brainstem Response; Early Intervention; Language Delays; Language Impairment

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APA (6th Edition):

Rosner, R. S. (2016). An Exploration of Auditory Brainstem Encoding of Stop Consonants in Infants and Implications for Language Outcomes. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/18394

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):

Rosner, Rachel Stein. “An Exploration of Auditory Brainstem Encoding of Stop Consonants in Infants and Implications for Language Outcomes.” 2016. Thesis, University of Maryland. Accessed April 20, 2021. http://hdl.handle.net/1903/18394.

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

MLA Handbook (7th Edition):

Rosner, Rachel Stein. “An Exploration of Auditory Brainstem Encoding of Stop Consonants in Infants and Implications for Language Outcomes.” 2016. Web. 20 Apr 2021.

Vancouver:

Rosner RS. An Exploration of Auditory Brainstem Encoding of Stop Consonants in Infants and Implications for Language Outcomes. [Internet] [Thesis]. University of Maryland; 2016. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/1903/18394.

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

Council of Science Editors:

Rosner RS. An Exploration of Auditory Brainstem Encoding of Stop Consonants in Infants and Implications for Language Outcomes. [Thesis]. University of Maryland; 2016. Available from: http://hdl.handle.net/1903/18394

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


Royal Holloway, University of London

25. Whiteside, Katie Elizabeth. Language and cognitive development over the early school years in children learning English as an additional language.

Degree: PhD, 2017, Royal Holloway, University of London

 This thesis presents a series of studies (Chapters 2-6) which explored the language and cognitive development of children learning English as an additional language (EAL)… (more)

Subjects/Keywords: English as an additional language; Language development; Language impairment; Executive function

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APA (6th Edition):

Whiteside, K. E. (2017). Language and cognitive development over the early school years in children learning English as an additional language. (Doctoral Dissertation). Royal Holloway, University of London. Retrieved from https://pure.royalholloway.ac.uk/portal/en/publications/language-and-cognitive-development-over-the-early-school-years-in-children-learning-english-as-an-additional-language(9f207e56-ebd0-43d5-9ee7-050751e7806a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792656

Chicago Manual of Style (16th Edition):

Whiteside, Katie Elizabeth. “Language and cognitive development over the early school years in children learning English as an additional language.” 2017. Doctoral Dissertation, Royal Holloway, University of London. Accessed April 20, 2021. https://pure.royalholloway.ac.uk/portal/en/publications/language-and-cognitive-development-over-the-early-school-years-in-children-learning-english-as-an-additional-language(9f207e56-ebd0-43d5-9ee7-050751e7806a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792656.

MLA Handbook (7th Edition):

Whiteside, Katie Elizabeth. “Language and cognitive development over the early school years in children learning English as an additional language.” 2017. Web. 20 Apr 2021.

Vancouver:

Whiteside KE. Language and cognitive development over the early school years in children learning English as an additional language. [Internet] [Doctoral dissertation]. Royal Holloway, University of London; 2017. [cited 2021 Apr 20]. Available from: https://pure.royalholloway.ac.uk/portal/en/publications/language-and-cognitive-development-over-the-early-school-years-in-children-learning-english-as-an-additional-language(9f207e56-ebd0-43d5-9ee7-050751e7806a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792656.

Council of Science Editors:

Whiteside KE. Language and cognitive development over the early school years in children learning English as an additional language. [Doctoral Dissertation]. Royal Holloway, University of London; 2017. Available from: https://pure.royalholloway.ac.uk/portal/en/publications/language-and-cognitive-development-over-the-early-school-years-in-children-learning-english-as-an-additional-language(9f207e56-ebd0-43d5-9ee7-050751e7806a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.792656


Georgia State University

26. Lee, Ryan. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

  The overarching purpose of both dissertation studies is to contribute to the extant literature base on language assessment in the context of poverty and… (more)

Subjects/Keywords: African American English; Dialect; Language assessment; Language impairment; Language development

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APA (6th Edition):

Lee, R. (2017). Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/115

Chicago Manual of Style (16th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Doctoral Dissertation, Georgia State University. Accessed April 20, 2021. https://scholarworks.gsu.edu/epse_diss/115.

MLA Handbook (7th Edition):

Lee, Ryan. “Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density.” 2017. Web. 20 Apr 2021.

Vancouver:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2021 Apr 20]. Available from: https://scholarworks.gsu.edu/epse_diss/115.

Council of Science Editors:

Lee R. Language Assessment in African American English-Speaking Children: A Review of the Literature Since 1983 and Grammaticality Judgments of Low-Income, African American English-Speaking Children: The Role of Language Ability and Dialect Density. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/115


University of Canterbury

27. Sultana, Asifa. Morphosyntactic development of typically- and atypically-developing Bangla-speaking children.

Degree: PhD, Speech and Language Sciences, 2015, University of Canterbury

 Aims: Verb morphology, arguably, is identified as an area of exceptional challenge for the language development of both young typically-developing children, and children with language(more)

Subjects/Keywords: Bangla; language acquisition; language impairment; morphosyntax; language typology

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APA (6th Edition):

Sultana, A. (2015). Morphosyntactic development of typically- and atypically-developing Bangla-speaking children. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/7373

Chicago Manual of Style (16th Edition):

Sultana, Asifa. “Morphosyntactic development of typically- and atypically-developing Bangla-speaking children.” 2015. Doctoral Dissertation, University of Canterbury. Accessed April 20, 2021. http://dx.doi.org/10.26021/7373.

MLA Handbook (7th Edition):

Sultana, Asifa. “Morphosyntactic development of typically- and atypically-developing Bangla-speaking children.” 2015. Web. 20 Apr 2021.

Vancouver:

Sultana A. Morphosyntactic development of typically- and atypically-developing Bangla-speaking children. [Internet] [Doctoral dissertation]. University of Canterbury; 2015. [cited 2021 Apr 20]. Available from: http://dx.doi.org/10.26021/7373.

Council of Science Editors:

Sultana A. Morphosyntactic development of typically- and atypically-developing Bangla-speaking children. [Doctoral Dissertation]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/7373


Macquarie University

28. Rombough, Kelly. Investigations of syntactic knowledge in question structures in children with specific language impairment.

Degree: 2017, Macquarie University

Thesis by publication.

Chapter 1. General introduction  – Chapter 2. Probing morphological, syntactic and pragmatic knowledge through answers to wh- questions in children with SLI… (more)

Subjects/Keywords: Specific language impairment in children; English language  – Morphology; English language  – Syntax; Children's questions and answers; SLI; specific language impairment

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

APA (6th Edition):

Rombough, K. (2017). Investigations of syntactic knowledge in question structures in children with specific language impairment. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1268541

Chicago Manual of Style (16th Edition):

Rombough, Kelly. “Investigations of syntactic knowledge in question structures in children with specific language impairment.” 2017. Doctoral Dissertation, Macquarie University. Accessed April 20, 2021. http://hdl.handle.net/1959.14/1268541.

MLA Handbook (7th Edition):

Rombough, Kelly. “Investigations of syntactic knowledge in question structures in children with specific language impairment.” 2017. Web. 20 Apr 2021.

Vancouver:

Rombough K. Investigations of syntactic knowledge in question structures in children with specific language impairment. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/1959.14/1268541.

Council of Science Editors:

Rombough K. Investigations of syntactic knowledge in question structures in children with specific language impairment. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1268541

29. -0137-5245. DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION.

Degree: 2016, Sam Houston State University

 Purpose The purpose of this journal-ready dissertation was to examine the extent to which college-readiness rates of Texas high school graduates differed by disability category… (more)

Subjects/Keywords: Special education; Learning Disabled; Other Health Impairment; Emotionally Disturbed; Speech Impairment; Language Impairment; College-readiness; Economic status

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

APA (6th Edition):

-0137-5245. (2016). DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/40

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

Chicago Manual of Style (16th Edition):

-0137-5245. “DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION.” 2016. Thesis, Sam Houston State University. Accessed April 20, 2021. http://hdl.handle.net/20.500.11875/40.

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

MLA Handbook (7th Edition):

-0137-5245. “DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION.” 2016. Web. 20 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0137-5245. DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION. [Internet] [Thesis]. Sam Houston State University; 2016. [cited 2021 Apr 20]. Available from: http://hdl.handle.net/20.500.11875/40.

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

Council of Science Editors:

-0137-5245. DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS: A MULTIYEAR, STATEWIDE INVESTIGATION. [Thesis]. Sam Houston State University; 2016. Available from: http://hdl.handle.net/20.500.11875/40

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


Universiteit Utrecht

30. Groenestyn, M. van. Written language performance in adults with moderate to severe congenital hearing impairment.

Degree: 2011, Universiteit Utrecht

 Aim: The aim of this study was to examine whether the written language performance of adults with moderate to severe congenital hearing impairment (MSCHI) differs… (more)

Subjects/Keywords: Written language performance; writing; adults with hearing impairment; moderate to severe congenital hearing impairment

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APA (6th Edition):

Groenestyn, M. v. (2011). Written language performance in adults with moderate to severe congenital hearing impairment. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/209899

Chicago Manual of Style (16th Edition):

Groenestyn, M van. “Written language performance in adults with moderate to severe congenital hearing impairment.” 2011. Masters Thesis, Universiteit Utrecht. Accessed April 20, 2021. http://dspace.library.uu.nl:8080/handle/1874/209899.

MLA Handbook (7th Edition):

Groenestyn, M van. “Written language performance in adults with moderate to severe congenital hearing impairment.” 2011. Web. 20 Apr 2021.

Vancouver:

Groenestyn Mv. Written language performance in adults with moderate to severe congenital hearing impairment. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2021 Apr 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/209899.

Council of Science Editors:

Groenestyn Mv. Written language performance in adults with moderate to severe congenital hearing impairment. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/209899

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