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You searched for subject:(Specific language impairment). Showing records 1 – 30 of 154 total matches.

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University College Cork

1. 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 October 22, 2020. 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. 22 Oct 2020.

Vancouver:

Frizelle P. Investigating relative clauses in children with specific language impairment. [Internet] [Thesis]. University College Cork; 2011. [cited 2020 Oct 22]. 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

2. 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 October 22, 2020. https://commons.und.edu/theses/2171.

MLA Handbook (7th Edition):

Blay, Afua. “Intonation Production And Perception In Children With Developmental Language Impairment.” 2018. Web. 22 Oct 2020.

Vancouver:

Blay A. Intonation Production And Perception In Children With Developmental Language Impairment. [Internet] [Doctoral dissertation]. University of North Dakota; 2018. [cited 2020 Oct 22]. 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 Alberta

3. 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 October 22, 2020. 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. 22 Oct 2020.

Vancouver:

Foroodi Nejad F. Towards the identification of linguistic characteristics of specific language impairment in Persian. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2020 Oct 22]. 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

4. 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 October 22, 2020. 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. 22 Oct 2020.

Vancouver:

Voorneman DJC. Depressive symptoms and level of emotion awareness in Dutch children with specific language impairment. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2020 Oct 22]. 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 Connecticut

5. 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 October 22, 2020. 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. 22 Oct 2020.

Vancouver:

Dixon E. Nonverbal Cognitive Assessment in Specific Language Impairment: A Meta-Analysis. [Internet] [Masters thesis]. University of Connecticut; 2012. [cited 2020 Oct 22]. 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


Macquarie University

6. 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 (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 October 22, 2020. 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. 22 Oct 2020.

Vancouver:

Rombough K. Investigations of syntactic knowledge in question structures in children with specific language impairment. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2020 Oct 22]. 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


University of Connecticut

7. Campbell, Jean Alexandra. Contextual Influences on Phonetic Categorization in Developmental Populations.

Degree: MA, Speech, Language, and Hearing Sciences, 2013, University of Connecticut

  A major goal of research in the domain of speech perception has been to describe how listeners recover individual consonants and vowels from the… (more)

Subjects/Keywords: speech perception; child language; specific language impairment; development of speech perception

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APA (6th Edition):

Campbell, J. A. (2013). Contextual Influences on Phonetic Categorization in Developmental Populations. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/394

Chicago Manual of Style (16th Edition):

Campbell, Jean Alexandra. “Contextual Influences on Phonetic Categorization in Developmental Populations.” 2013. Masters Thesis, University of Connecticut. Accessed October 22, 2020. https://opencommons.uconn.edu/gs_theses/394.

MLA Handbook (7th Edition):

Campbell, Jean Alexandra. “Contextual Influences on Phonetic Categorization in Developmental Populations.” 2013. Web. 22 Oct 2020.

Vancouver:

Campbell JA. Contextual Influences on Phonetic Categorization in Developmental Populations. [Internet] [Masters thesis]. University of Connecticut; 2013. [cited 2020 Oct 22]. Available from: https://opencommons.uconn.edu/gs_theses/394.

Council of Science Editors:

Campbell JA. Contextual Influences on Phonetic Categorization in Developmental Populations. [Masters Thesis]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/gs_theses/394


Univerzitet u Beogradu

8. Milošević, Neda R., 1983-. Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја.

Degree: Fakultet za specijalnu edukaciju i rehabilitaciju, 2018, Univerzitet u Beogradu

Специјална едукација и рехабилитација - Поремећаји језика / Special education and rehabilitation - Language disorders

Циљ истраживања је био да се утврде фонолошке способности, образац… (more)

Subjects/Keywords: phonological ability; phonological awareness; specific language impairment; typical language development

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APA (6th Edition):

Milošević, Neda R., 1. (2018). Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:17645/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):

Milošević, Neda R., 1983-. “Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја.” 2018. Thesis, Univerzitet u Beogradu. Accessed October 22, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:17645/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):

Milošević, Neda R., 1983-. “Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја.” 2018. Web. 22 Oct 2020.

Vancouver:

Milošević, Neda R. 1. Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2020 Oct 22]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:17645/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:

Milošević, Neda R. 1. Компаративна анализа фонолошких способности деце са специфичним језичким поремећајем и деце типичног језичког развоја. [Thesis]. Univerzitet u Beogradu; 2018. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:17645/bdef:Content/get

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


University of Arizona

9. Dailey, Natalie S. Talker Discrimination in Preschool Children with and without Specific Language Impairment .

Degree: 2013, University of Arizona

 Variability inherently present between multiple talkers can prove beneficial in the context of learning. However, the performance during learning paradigms by children with specific language(more)

Subjects/Keywords: Specific Language Impairment; Speech perception; Speech, Language, & Hearing Sciences; Child

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APA (6th Edition):

Dailey, N. S. (2013). Talker Discrimination in Preschool Children with and without Specific Language Impairment . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/301664

Chicago Manual of Style (16th Edition):

Dailey, Natalie S. “Talker Discrimination in Preschool Children with and without Specific Language Impairment .” 2013. Masters Thesis, University of Arizona. Accessed October 22, 2020. http://hdl.handle.net/10150/301664.

MLA Handbook (7th Edition):

Dailey, Natalie S. “Talker Discrimination in Preschool Children with and without Specific Language Impairment .” 2013. Web. 22 Oct 2020.

Vancouver:

Dailey NS. Talker Discrimination in Preschool Children with and without Specific Language Impairment . [Internet] [Masters thesis]. University of Arizona; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10150/301664.

Council of Science Editors:

Dailey NS. Talker Discrimination in Preschool Children with and without Specific Language Impairment . [Masters Thesis]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/301664


University of Limerick

10. Akehurst, Victoria. Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting.

Degree: 2015, University of Limerick

non-peer-reviewed

Background: Children with language impairment have particular difficulty with verbs and verb argument structures, (Thordardottir and Weismer, 2002; Ebbels, Van der Lely and Dockrell,… (more)

Subjects/Keywords: specific language impairment; language development; verb argument structure; mean sentence complexity

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APA (6th Edition):

Akehurst, V. (2015). Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/4957

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):

Akehurst, Victoria. “Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting.” 2015. Thesis, University of Limerick. Accessed October 22, 2020. http://hdl.handle.net/10344/4957.

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

MLA Handbook (7th Edition):

Akehurst, Victoria. “Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting.” 2015. Web. 22 Oct 2020.

Vancouver:

Akehurst V. Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting. [Internet] [Thesis]. University of Limerick; 2015. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10344/4957.

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

Council of Science Editors:

Akehurst V. Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting. [Thesis]. University of Limerick; 2015. Available from: http://hdl.handle.net/10344/4957

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


University of Helsinki

11. Hakala Suvi. The influence of specific language impairment on child, parent and dyadic behaviour: comparison of receptive and expressive language impairment.

Degree: Medicinska fakulteten, 2018, University of Helsinki

Tavoitteet: Kielellinen erityisvaikeus on kielen kehityksen häiriö, joka asettaa haasteita lapsen ja vanhemman väliselle vuorovaikutukselle ja on täten merkittävä riskitekijä lapsen kokonaisvaltaiselle kehitykselle. Aiemman tutkimuksen… (more)

Subjects/Keywords: specific language impairment; parent-child interaction; dyadic; receptive; expressive; sensitivity; specific language impairment; parent-child interaction; dyadic; receptive; expressive; sensitivity

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APA (6th Edition):

Suvi, H. (2018). The influence of specific language impairment on child, parent and dyadic behaviour: comparison of receptive and expressive language impairment. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/233520

Chicago Manual of Style (16th Edition):

Suvi, Hakala. “The influence of specific language impairment on child, parent and dyadic behaviour: comparison of receptive and expressive language impairment.” 2018. Masters Thesis, University of Helsinki. Accessed October 22, 2020. http://hdl.handle.net/10138/233520.

MLA Handbook (7th Edition):

Suvi, Hakala. “The influence of specific language impairment on child, parent and dyadic behaviour: comparison of receptive and expressive language impairment.” 2018. Web. 22 Oct 2020.

Vancouver:

Suvi H. The influence of specific language impairment on child, parent and dyadic behaviour: comparison of receptive and expressive language impairment. [Internet] [Masters thesis]. University of Helsinki; 2018. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10138/233520.

Council of Science Editors:

Suvi H. The influence of specific language impairment on child, parent and dyadic behaviour: comparison of receptive and expressive language impairment. [Masters Thesis]. University of Helsinki; 2018. Available from: http://hdl.handle.net/10138/233520


Universiteit Utrecht

12. Boerma, T.D. The verbalization of emotions in children with a language impairment - an exploratory study.

Degree: 2012, Universiteit Utrecht

 The present study discusses the difficulties that children with a language impairment can have with the verbal expression of their emotions as this is often… (more)

Subjects/Keywords: Specific Language Impairment (SLI); Autism Spectrum Disorder (ASD); emotions; verbalization; comorbidity

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APA (6th Edition):

Boerma, T. D. (2012). The verbalization of emotions in children with a language impairment - an exploratory study. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/231454

Chicago Manual of Style (16th Edition):

Boerma, T D. “The verbalization of emotions in children with a language impairment - an exploratory study.” 2012. Masters Thesis, Universiteit Utrecht. Accessed October 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/231454.

MLA Handbook (7th Edition):

Boerma, T D. “The verbalization of emotions in children with a language impairment - an exploratory study.” 2012. Web. 22 Oct 2020.

Vancouver:

Boerma TD. The verbalization of emotions in children with a language impairment - an exploratory study. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2020 Oct 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/231454.

Council of Science Editors:

Boerma TD. The verbalization of emotions in children with a language impairment - an exploratory study. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/231454


Universiteit Utrecht

13. Sormani, I.L. Development of Speech Disruptions in Narratives of Dutch-Speaking Children with Specific Language Impairment.

Degree: 2010, Universiteit Utrecht

 Purpose: This study examines the development of speech disruptions in Dutch speaking children with specific language impairment. The prediction was that frequency of speech disruptions… (more)

Subjects/Keywords: Letteren; specific language impairment (SLI), speech disruptions, narratives, longitudinal

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APA (6th Edition):

Sormani, I. L. (2010). Development of Speech Disruptions in Narratives of Dutch-Speaking Children with Specific Language Impairment. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/179594

Chicago Manual of Style (16th Edition):

Sormani, I L. “Development of Speech Disruptions in Narratives of Dutch-Speaking Children with Specific Language Impairment.” 2010. Masters Thesis, Universiteit Utrecht. Accessed October 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/179594.

MLA Handbook (7th Edition):

Sormani, I L. “Development of Speech Disruptions in Narratives of Dutch-Speaking Children with Specific Language Impairment.” 2010. Web. 22 Oct 2020.

Vancouver:

Sormani IL. Development of Speech Disruptions in Narratives of Dutch-Speaking Children with Specific Language Impairment. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2020 Oct 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/179594.

Council of Science Editors:

Sormani IL. Development of Speech Disruptions in Narratives of Dutch-Speaking Children with Specific Language Impairment. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/179594


Universiteit Utrecht

14. Kuipers, L.J. The acquisition of Dutch plurals by children with dyslexia and/or SLI.

Degree: 2011, Universiteit Utrecht

 Purpose: This study compared the morpho-phonological process of pluralisation of 8-year-old children with dyslexia and/or children with specific language impairment (SLI) to their typically developing… (more)

Subjects/Keywords: word pluralisation; morpho-phonology; dyslexia; specific language impairment (SLI); comorbid.

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APA (6th Edition):

Kuipers, L. J. (2011). The acquisition of Dutch plurals by children with dyslexia and/or SLI. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/209943

Chicago Manual of Style (16th Edition):

Kuipers, L J. “The acquisition of Dutch plurals by children with dyslexia and/or SLI.” 2011. Masters Thesis, Universiteit Utrecht. Accessed October 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/209943.

MLA Handbook (7th Edition):

Kuipers, L J. “The acquisition of Dutch plurals by children with dyslexia and/or SLI.” 2011. Web. 22 Oct 2020.

Vancouver:

Kuipers LJ. The acquisition of Dutch plurals by children with dyslexia and/or SLI. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2020 Oct 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/209943.

Council of Science Editors:

Kuipers LJ. The acquisition of Dutch plurals by children with dyslexia and/or SLI. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/209943


Universiteit Utrecht

15. Klatte, I.S. An examination of parent-child interaction therapy in practice - a qualitative study.

Degree: 2015, Universiteit Utrecht

 Background: Parent Child Interaction Therapy (PCIT) is commonly used in preschool children with SLI. Review studies conclude that PCIT is effective for this group. However,… (more)

Subjects/Keywords: Parent-Child interaction therapy; specific language impairment; preschool children.

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APA (6th Edition):

Klatte, I. S. (2015). An examination of parent-child interaction therapy in practice - a qualitative study. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/316329

Chicago Manual of Style (16th Edition):

Klatte, I S. “An examination of parent-child interaction therapy in practice - a qualitative study.” 2015. Masters Thesis, Universiteit Utrecht. Accessed October 22, 2020. http://dspace.library.uu.nl:8080/handle/1874/316329.

MLA Handbook (7th Edition):

Klatte, I S. “An examination of parent-child interaction therapy in practice - a qualitative study.” 2015. Web. 22 Oct 2020.

Vancouver:

Klatte IS. An examination of parent-child interaction therapy in practice - a qualitative study. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Oct 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/316329.

Council of Science Editors:

Klatte IS. An examination of parent-child interaction therapy in practice - a qualitative study. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/316329


Vanderbilt University

16. Werfel, Krystal Leigh. Contribution of Linguistic Knowledge to Spelling Performance in Children with and without Language Impairment.

Degree: PhD, Hearing and Speech Sciences, 2012, Vanderbilt University

 Historically, spelling has been considered an academic skill that relies primarily on visual memory. Recent research indicates that spelling skill is also dependent on linguistic… (more)

Subjects/Keywords: phonological processing; morphological knowledge; spelling; orthographic knowledge; specific language impairment

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APA (6th Edition):

Werfel, K. L. (2012). Contribution of Linguistic Knowledge to Spelling Performance in Children with and without Language Impairment. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14346

Chicago Manual of Style (16th Edition):

Werfel, Krystal Leigh. “Contribution of Linguistic Knowledge to Spelling Performance in Children with and without Language Impairment.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed October 22, 2020. http://hdl.handle.net/1803/14346.

MLA Handbook (7th Edition):

Werfel, Krystal Leigh. “Contribution of Linguistic Knowledge to Spelling Performance in Children with and without Language Impairment.” 2012. Web. 22 Oct 2020.

Vancouver:

Werfel KL. Contribution of Linguistic Knowledge to Spelling Performance in Children with and without Language Impairment. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1803/14346.

Council of Science Editors:

Werfel KL. Contribution of Linguistic Knowledge to Spelling Performance in Children with and without Language Impairment. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14346


Vanderbilt University

17. Nichols, Samara Alexandra. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.

Degree: MS, Hearing and Speech Sciences, 2014, Vanderbilt University

 Children with Specific Language Impairment (SLI) can present with deficits in receptive, expressive, or both modalities of vocabulary. Although typically developing children demonstrate vocabulary generalization… (more)

Subjects/Keywords: Receptive vocabulary; Generalization; Specific Language Impairment; Expressive vocabulary; Single subject

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APA (6th Edition):

Nichols, S. A. (2014). Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12269

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):

Nichols, Samara Alexandra. “Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.” 2014. Thesis, Vanderbilt University. Accessed October 22, 2020. http://hdl.handle.net/1803/12269.

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

MLA Handbook (7th Edition):

Nichols, Samara Alexandra. “Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment.” 2014. Web. 22 Oct 2020.

Vancouver:

Nichols SA. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1803/12269.

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

Council of Science Editors:

Nichols SA. Cross-modal Generalization of Vocabulary in Children with Specific Language Impairment. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12269

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


Penn State University

18. Poll, Gerard Humphrey. Sentence Processing Factors in Adults with Specific Language Impairment.

Degree: 2012, Penn State University

 Sentence imitation effectively discriminates between adults with and without specific language impairment (SLI). Little is known, however, about the factors that result in performance differences.… (more)

Subjects/Keywords: specific language impairment; adults; sentence processing; procedural deficit hypothesis; sentence imitation

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APA (6th Edition):

Poll, G. H. (2012). Sentence Processing Factors in Adults with Specific Language Impairment. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13733

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):

Poll, Gerard Humphrey. “Sentence Processing Factors in Adults with Specific Language Impairment.” 2012. Thesis, Penn State University. Accessed October 22, 2020. https://submit-etda.libraries.psu.edu/catalog/13733.

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

MLA Handbook (7th Edition):

Poll, Gerard Humphrey. “Sentence Processing Factors in Adults with Specific Language Impairment.” 2012. Web. 22 Oct 2020.

Vancouver:

Poll GH. Sentence Processing Factors in Adults with Specific Language Impairment. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Oct 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/13733.

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

Council of Science Editors:

Poll GH. Sentence Processing Factors in Adults with Specific Language Impairment. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13733

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


University of Wollongong

19. Giumelli, Kerry May. Effect of split attention on grammar learning among children with specific language impairment.

Degree: PhD, Faculty of Education, 2012, University of Wollongong

  Children with specific language impairment are a group of children who experience severe difficulty learning and using language, despite the absence of any intellectual,… (more)

Subjects/Keywords: cognitive load theory; split-attention; grammar; specific language impairment

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APA (6th Edition):

Giumelli, K. M. (2012). Effect of split attention on grammar learning among children with specific language impairment. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3717

Chicago Manual of Style (16th Edition):

Giumelli, Kerry May. “Effect of split attention on grammar learning among children with specific language impairment.” 2012. Doctoral Dissertation, University of Wollongong. Accessed October 22, 2020. ; https://ro.uow.edu.au/theses/3717.

MLA Handbook (7th Edition):

Giumelli, Kerry May. “Effect of split attention on grammar learning among children with specific language impairment.” 2012. Web. 22 Oct 2020.

Vancouver:

Giumelli KM. Effect of split attention on grammar learning among children with specific language impairment. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2020 Oct 22]. Available from: ; https://ro.uow.edu.au/theses/3717.

Council of Science Editors:

Giumelli KM. Effect of split attention on grammar learning among children with specific language impairment. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: ; https://ro.uow.edu.au/theses/3717


University of Connecticut

20. Jara, Sabrina E. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.

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

  Purpose: This study compared the performance of preschool children with SLI and controls on the PPVT-III and PPVT-IV to determine the effect of test… (more)

Subjects/Keywords: speech pathology; receptive vocabulary; standardized testing; specific language impairment

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APA (6th Edition):

Jara, S. E. (2011). The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/89

Chicago Manual of Style (16th Edition):

Jara, Sabrina E. “The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.” 2011. Masters Thesis, University of Connecticut. Accessed October 22, 2020. https://opencommons.uconn.edu/gs_theses/89.

MLA Handbook (7th Edition):

Jara, Sabrina E. “The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV.” 2011. Web. 22 Oct 2020.

Vancouver:

Jara SE. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2020 Oct 22]. Available from: https://opencommons.uconn.edu/gs_theses/89.

Council of Science Editors:

Jara SE. The Effect of Test Revision: Comparing the Performance of Preschool Children with SLI and Typical Controls on the PPVT-III and the PPVT-IV. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/89


University of Wolverhampton

21. Harrington, Val. Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice.

Degree: PhD, 2011, University of Wolverhampton

 Some seven percent of children in the general population are affected by Specific Language Impairment and/or Pragmatic Language Impairment with numerous cases undiagnosed. It is… (more)

Subjects/Keywords: 158.3; Specific language impairment : Pragmatic : IPA : Psychology : Interconnection : Mental health : Resilience

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APA (6th Edition):

Harrington, V. (2011). Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/209937

Chicago Manual of Style (16th Edition):

Harrington, Val. “Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice.” 2011. Doctoral Dissertation, University of Wolverhampton. Accessed October 22, 2020. http://hdl.handle.net/2436/209937.

MLA Handbook (7th Edition):

Harrington, Val. “Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice.” 2011. Web. 22 Oct 2020.

Vancouver:

Harrington V. Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2011. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/2436/209937.

Council of Science Editors:

Harrington V. Analysis of the lived experiences of young adults with specific language impairment and/or pragmatic language impairment to inform counselling psychology practice. [Doctoral Dissertation]. University of Wolverhampton; 2011. Available from: http://hdl.handle.net/2436/209937


Louisiana State University

22. Riviere, Andrew Mandell. <i>Va-et-Vient</i>, The Goin' and Comin' of Infinitival 'TO': A Study of Children with and without Specific Language Impairment in Cajun English.

Degree: PhD, Communication Sciences and Disorders, 2015, Louisiana State University

 The purpose of this study was to examine Cajun English (CE)-speaking children’s marking of infinitival TO. To do this, CE-speaking children’s marking of infinitival TO… (more)

Subjects/Keywords: Specific Language Impairment; Nonmainstream Dialects; Louisiana; Cajun English

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APA (6th Edition):

Riviere, A. M. (2015). <i>Va-et-Vient</i>, The Goin' and Comin' of Infinitival 'TO': A Study of Children with and without Specific Language Impairment in Cajun English. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-01052016-164703 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2413

Chicago Manual of Style (16th Edition):

Riviere, Andrew Mandell. “<i>Va-et-Vient</i>, The Goin' and Comin' of Infinitival 'TO': A Study of Children with and without Specific Language Impairment in Cajun English.” 2015. Doctoral Dissertation, Louisiana State University. Accessed October 22, 2020. etd-01052016-164703 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2413.

MLA Handbook (7th Edition):

Riviere, Andrew Mandell. “<i>Va-et-Vient</i>, The Goin' and Comin' of Infinitival 'TO': A Study of Children with and without Specific Language Impairment in Cajun English.” 2015. Web. 22 Oct 2020.

Vancouver:

Riviere AM. <i>Va-et-Vient</i>, The Goin' and Comin' of Infinitival 'TO': A Study of Children with and without Specific Language Impairment in Cajun English. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Oct 22]. Available from: etd-01052016-164703 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2413.

Council of Science Editors:

Riviere AM. <i>Va-et-Vient</i>, The Goin' and Comin' of Infinitival 'TO': A Study of Children with and without Specific Language Impairment in Cajun English. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-01052016-164703 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2413


University of Limerick

23. Doyle, Katie. Verb alternations and event structure in children with SLI compared with typically developing children. What can we learn from the story of Cinderella?.

Degree: 2013, University of Limerick

non-peer-reviewed

Background: Children with specific language impairment (CwSLI) often present with difficulties in areas of language including verb knowledge and verb-argument production. Previous research has… (more)

Subjects/Keywords: specific language impairment; event processing; event structure; verb alternation; Cinderella; narrative

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APA (6th Edition):

Doyle, K. (2013). Verb alternations and event structure in children with SLI compared with typically developing children. What can we learn from the story of Cinderella?. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3553

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):

Doyle, Katie. “Verb alternations and event structure in children with SLI compared with typically developing children. What can we learn from the story of Cinderella?.” 2013. Thesis, University of Limerick. Accessed October 22, 2020. http://hdl.handle.net/10344/3553.

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

MLA Handbook (7th Edition):

Doyle, Katie. “Verb alternations and event structure in children with SLI compared with typically developing children. What can we learn from the story of Cinderella?.” 2013. Web. 22 Oct 2020.

Vancouver:

Doyle K. Verb alternations and event structure in children with SLI compared with typically developing children. What can we learn from the story of Cinderella?. [Internet] [Thesis]. University of Limerick; 2013. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/10344/3553.

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

Council of Science Editors:

Doyle K. Verb alternations and event structure in children with SLI compared with typically developing children. What can we learn from the story of Cinderella?. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3553

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


University of Kansas

24. Fierro, Veronica. Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment.

Degree: PhD, Hearing and Speech, 2017, University of Kansas

 The current project sought to add to the limited body of research on treatment for native Spanish-speaking English language learners (ELLs) with language impairments. In… (more)

Subjects/Keywords: Speech therapy; bilingual; Book Reading; children; Spanish; Specific Language Impairment; treatment

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APA (6th Edition):

Fierro, V. (2017). Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26007

Chicago Manual of Style (16th Edition):

Fierro, Veronica. “Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment.” 2017. Doctoral Dissertation, University of Kansas. Accessed October 22, 2020. http://hdl.handle.net/1808/26007.

MLA Handbook (7th Edition):

Fierro, Veronica. “Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment.” 2017. Web. 22 Oct 2020.

Vancouver:

Fierro V. Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1808/26007.

Council of Science Editors:

Fierro V. Interactive Book Reading to Accelerate Word Learning in Bilingual Children with Specific Language Impairment. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26007

25. Ryou, Jeongmin. Bi or Multilingualism and its Curriculum for Children with SLI.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2018, University of San Francisco

  The purpose of this project, which is based on SLI children age 3-6, is to inspect the possibility of bi- or multilingualism on SLI… (more)

Subjects/Keywords: Specific language impairment (SLI); bilingualism; multilingualism; curriculum; metalinguistic awareness; executive control

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APA (6th Edition):

Ryou, J. (2018). Bi or Multilingualism and its Curriculum for Children with SLI. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/thes/1044

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):

Ryou, Jeongmin. “Bi or Multilingualism and its Curriculum for Children with SLI.” 2018. Thesis, University of San Francisco. Accessed October 22, 2020. https://repository.usfca.edu/thes/1044.

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

MLA Handbook (7th Edition):

Ryou, Jeongmin. “Bi or Multilingualism and its Curriculum for Children with SLI.” 2018. Web. 22 Oct 2020.

Vancouver:

Ryou J. Bi or Multilingualism and its Curriculum for Children with SLI. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2020 Oct 22]. Available from: https://repository.usfca.edu/thes/1044.

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

Council of Science Editors:

Ryou J. Bi or Multilingualism and its Curriculum for Children with SLI. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/thes/1044

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


Utah State University

26. Wada, Rebekah. Clinician Recasts and Production of Complex Syntax by Children With and Without Specific Language Impairment.

Degree: MS, Communicative Disorders and Deaf Education, 2015, Utah State University

  Studies have indicated that separate use of the technique of priming and recasting can increase the use of complex syntax by children with and… (more)

Subjects/Keywords: clinician; recasts; production; complex; syntax; children; specific; language; impairment; Education

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APA (6th Edition):

Wada, R. (2015). Clinician Recasts and Production of Complex Syntax by Children With and Without Specific Language Impairment. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4277

Chicago Manual of Style (16th Edition):

Wada, Rebekah. “Clinician Recasts and Production of Complex Syntax by Children With and Without Specific Language Impairment.” 2015. Masters Thesis, Utah State University. Accessed October 22, 2020. https://digitalcommons.usu.edu/etd/4277.

MLA Handbook (7th Edition):

Wada, Rebekah. “Clinician Recasts and Production of Complex Syntax by Children With and Without Specific Language Impairment.” 2015. Web. 22 Oct 2020.

Vancouver:

Wada R. Clinician Recasts and Production of Complex Syntax by Children With and Without Specific Language Impairment. [Internet] [Masters thesis]. Utah State University; 2015. [cited 2020 Oct 22]. Available from: https://digitalcommons.usu.edu/etd/4277.

Council of Science Editors:

Wada R. Clinician Recasts and Production of Complex Syntax by Children With and Without Specific Language Impairment. [Masters Thesis]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4277


University of Oxford

27. Bruckert, Lisa. Is language laterality related to language abilities?.

Degree: PhD, 2016, University of Oxford

 It is well known that language processing depends on specialized areas in the left side of the brain in the majority of the population. A… (more)

Subjects/Keywords: 612.8; Neurobiology of Language; Language Laterality; Magnetic Resonance Imaging; Specific Language Impairment (SLI)

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APA (6th Edition):

Bruckert, L. (2016). Is language laterality related to language abilities?. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730381

Chicago Manual of Style (16th Edition):

Bruckert, Lisa. “Is language laterality related to language abilities?.” 2016. Doctoral Dissertation, University of Oxford. Accessed October 22, 2020. http://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730381.

MLA Handbook (7th Edition):

Bruckert, Lisa. “Is language laterality related to language abilities?.” 2016. Web. 22 Oct 2020.

Vancouver:

Bruckert L. Is language laterality related to language abilities?. [Internet] [Doctoral dissertation]. University of Oxford; 2016. [cited 2020 Oct 22]. Available from: http://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730381.

Council of Science Editors:

Bruckert L. Is language laterality related to language abilities?. [Doctoral Dissertation]. University of Oxford; 2016. Available from: http://ora.ox.ac.uk/objects/uuid:05e80d0d-8d0b-4cb2-8f94-22763603fab5 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730381


University of Kansas

28. Andres, Erin M. Mapping Chromosomal Loci in Specific Language Impairment: A Pedigree-Focused Approach.

Degree: MA, Child Language, 2018, University of Kansas

Specific language impairment (SLI) is characterized by a delay in the mastery of language despite average or above average nonverbal intelligence (IQ). There are multiple… (more)

Subjects/Keywords: Genetics; Language; genetic linkage; language phenotypes; linkage analysis; pedigree; reading phenotypes; specific language impairment

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APA (6th Edition):

Andres, E. M. (2018). Mapping Chromosomal Loci in Specific Language Impairment: A Pedigree-Focused Approach. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/27806

Chicago Manual of Style (16th Edition):

Andres, Erin M. “Mapping Chromosomal Loci in Specific Language Impairment: A Pedigree-Focused Approach.” 2018. Masters Thesis, University of Kansas. Accessed October 22, 2020. http://hdl.handle.net/1808/27806.

MLA Handbook (7th Edition):

Andres, Erin M. “Mapping Chromosomal Loci in Specific Language Impairment: A Pedigree-Focused Approach.” 2018. Web. 22 Oct 2020.

Vancouver:

Andres EM. Mapping Chromosomal Loci in Specific Language Impairment: A Pedigree-Focused Approach. [Internet] [Masters thesis]. University of Kansas; 2018. [cited 2020 Oct 22]. Available from: http://hdl.handle.net/1808/27806.

Council of Science Editors:

Andres EM. Mapping Chromosomal Loci in Specific Language Impairment: A Pedigree-Focused Approach. [Masters Thesis]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27806

29. Nicolielo, Ana Paola. Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem.

Degree: Mestrado, Fonoaudiologia, 2009, University of São Paulo

A compreensão da relação entre linguagem oral e escrita tem se concentrado nos estudos sobre o processamento fonológico (PF). Limitações neste processamento são apontadas como… (more)

Subjects/Keywords: Distúrbio de linguagem escrita; Distúrbio Específico de Linguagem; Phonological process; Processamento fonológico; Specific language impairment; Written language impairment

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APA (6th Edition):

Nicolielo, A. P. (2009). Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/25/25143/tde-21102009-094556/ ;

Chicago Manual of Style (16th Edition):

Nicolielo, Ana Paola. “Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem.” 2009. Masters Thesis, University of São Paulo. Accessed October 22, 2020. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-21102009-094556/ ;.

MLA Handbook (7th Edition):

Nicolielo, Ana Paola. “Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem.” 2009. Web. 22 Oct 2020.

Vancouver:

Nicolielo AP. Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem. [Internet] [Masters thesis]. University of São Paulo; 2009. [cited 2020 Oct 22]. Available from: http://www.teses.usp.br/teses/disponiveis/25/25143/tde-21102009-094556/ ;.

Council of Science Editors:

Nicolielo AP. Relações entre processamento fonológico e alterações de leitura e escrita em crianças com Distúrbio Específico de Linguagem. [Masters Thesis]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/25/25143/tde-21102009-094556/ ;


Brigham Young University

30. McCleve, Chelsea Pulsipher. Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions.

Degree: MS, 2011, Brigham Young University

 This study examined the efficacy of a social skills training program on the use of validating comments and negative comments by children with specific language(more)

Subjects/Keywords: Specific language impairment; Pragmatic language impairment; Social skills; Validating comments; Peer interactions; Intervention; Prosocial behaviors; Negative comments; Communication Sciences and Disorders

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

APA (6th Edition):

McCleve, C. P. (2011). Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3498&context=etd

Chicago Manual of Style (16th Edition):

McCleve, Chelsea Pulsipher. “Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions.” 2011. Masters Thesis, Brigham Young University. Accessed October 22, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3498&context=etd.

MLA Handbook (7th Edition):

McCleve, Chelsea Pulsipher. “Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions.” 2011. Web. 22 Oct 2020.

Vancouver:

McCleve CP. Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2020 Oct 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3498&context=etd.

Council of Science Editors:

McCleve CP. Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3498&context=etd

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