subject:(language development)

Vanderbilt University

1. Windsor, Kelly Sue. The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome.

Degree: MS, Special Education, 2015, Vanderbilt University

URL: http://hdl.handle.net/1803/12051

► The purpose of this study was to extend previous research by examining the effects of concurrent parent and therapist-implemented Joint Attention Symbolic Play and Emotional… (more)

Subjects/Keywords: intervention; language development

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APA (6^th Edition):

Windsor, K. S. (2015). The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12051

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

Chicago Manual of Style (16^th Edition):

Windsor, Kelly Sue. “The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome.” 2015. Thesis, Vanderbilt University. Accessed March 04, 2021. http://hdl.handle.net/1803/12051.

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

MLA Handbook (7^th Edition):

Windsor, Kelly Sue. “The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome.” 2015. Web. 04 Mar 2021.

Vancouver:

Windsor KS. The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome. [Internet] [Thesis]. Vanderbilt University; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1803/12051.

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

Council of Science Editors:

Windsor KS. The Effects of Therapist and Parent-implemented JASPER-Enhanced Milieu Teaching + Sign on the Expressive Communication of Young Children with Down Syndrome. [Thesis]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/12051

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

University of Manitoba

2. Wong, Melissa. Can 20- and 24-months-old children detect subject-verb dependency?.

Degree: Psychology, 2011, University of Manitoba

URL: http://hdl.handle.net/1993/4896

► This study examined English-acquiring 20- and 24-month-olds’ ability to detect subject-verb dependency. Twenty-four-month-olds showed a significant preference for grammatical sentences over ungrammatical sentences in which… (more)

Subjects/Keywords: language; development; dependency

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APA (6^th Edition):

Wong, M. (2011). Can 20- and 24-months-old children detect subject-verb dependency?. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4896

Chicago Manual of Style (16^th Edition):

Wong, Melissa. “Can 20- and 24-months-old children detect subject-verb dependency?.” 2011. Masters Thesis, University of Manitoba. Accessed March 04, 2021. http://hdl.handle.net/1993/4896.

MLA Handbook (7^th Edition):

Wong, Melissa. “Can 20- and 24-months-old children detect subject-verb dependency?.” 2011. Web. 04 Mar 2021.

Vancouver:

Wong M. Can 20- and 24-months-old children detect subject-verb dependency?. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1993/4896.

Council of Science Editors:

Wong M. Can 20- and 24-months-old children detect subject-verb dependency?. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4896

University of California – Santa Cruz

3. Menjivar, Jennifer. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.

Degree: Psychology, 2013, University of California – Santa Cruz

URL: http://www.escholarship.org/uc/item/5dg703bb

► Recent research has shown that young children are biased in favor of speakers of their native language (Kinzler, Dupoux, & Spelke, 2007). The current studies… (more)

Subjects/Keywords: Developmental psychology; child development; foreign language; language; language bias; language development

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APA (6^th Edition):

Menjivar, J. (2013). Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/5dg703bb

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

Chicago Manual of Style (16^th Edition):

Menjivar, Jennifer. “Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.” 2013. Thesis, University of California – Santa Cruz. Accessed March 04, 2021. http://www.escholarship.org/uc/item/5dg703bb.

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

MLA Handbook (7^th Edition):

Menjivar, Jennifer. “Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?.” 2013. Web. 04 Mar 2021.

Vancouver:

Menjivar J. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. [Internet] [Thesis]. University of California – Santa Cruz; 2013. [cited 2021 Mar 04]. Available from: http://www.escholarship.org/uc/item/5dg703bb.

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

Council of Science Editors:

Menjivar J. Do Children Selectively Display Prosocial Behaviors Towards Members of their Linguistic Ingroup?. [Thesis]. University of California – Santa Cruz; 2013. Available from: http://www.escholarship.org/uc/item/5dg703bb

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

4. Xu, Julie. Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective.

Degree: Doctor of Education (EdD), Educational Leadership, 2019, University of New England

URL: https://dune.une.edu/theses/222

► English language learners (ELLs) are currently one of the fastest growing populations in the United States. As growth of the ELL population has surpassed… (more)

Subjects/Keywords: English language learners; language acquisition; language development; professional development; Educational Leadership

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APA (6^th Edition):

Xu, J. (2019). Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/222

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

Chicago Manual of Style (16^th Edition):

Xu, Julie. “Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective.” 2019. Thesis, University of New England. Accessed March 04, 2021. https://dune.une.edu/theses/222.

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

MLA Handbook (7^th Edition):

Xu, Julie. “Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective.” 2019. Web. 04 Mar 2021.

Vancouver:

Xu J. Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective. [Internet] [Thesis]. University of New England; 2019. [cited 2021 Mar 04]. Available from: https://dune.une.edu/theses/222.

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

Council of Science Editors:

Xu J. Challenges With Academic Achievement For Esl Students At The Elementary Level From A Teacher’s Perspective. [Thesis]. University of New England; 2019. Available from: https://dune.une.edu/theses/222

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

Columbia University

5. Friedman, Leah Faith. Establishment of Increased Stimulus Control for Bidirectional Naming Increased Stimulus Control for Other Derived Relations in 20- to 40-Month-Old Toddlers.

Degree: 2020, Columbia University

URL: https://doi.org/10.7916/d8-4y9d-c108

► Researchers across domains of behavior analysis agree that complexities of language acquisition can be defined by the degree to which an individual acquires language relations… (more)

▼ Researchers across domains of behavior analysis agree that complexities of language acquisition can be defined by the degree to which an individual acquires language relations in the absence of direct training. In a series of studies, I examined the role of voluntary echoic responses on the onset of bidirectional naming (BiN) and the implications of the naming continuum, defined by accuracy of listener and speaker responses for familiar stimuli, on the emergence of untrained, language relations. Using a group descriptive analysis, I tested the correlations between storybook naming experiences and accuracy of listener (selection) and speaker (tact) responses across 24 toddlers, aged 20- to 37-months-old. During the naming experience, I measured voluntary production of the target stimulus (saying the target word). During the naming probe, I measured accuracy of untaught listener and speaker responses. While there were not significant associations between voluntarily saying the target stimulus and the accuracy of listener/speaker responses and voluntary responses remained low across 3 naming experiences, there were significant associations among accuracy of listener/speaker responses across the 3 experiences. Listener responses significantly increased across the three experiences, suggesting the emergence of unidirectional naming (UniN); however, speaker responses remained low. In Experiment II, I tested the effects of echoic clarity (phonemic responses that each participant demonstrated) on accuracy of untaught listener/speaker responses using storybook naming experiences. Data remained consistent in suggesting that UniN was present, but echoic clarity was not functionally related to measures of BiN. In Experiment III, I tested the effects of temporal proximity of visual and auditory stimuli on voluntary echoics and accuracy of listener/speaker responses using Successive Naming Experiences with Novel Stimuli (SNENS). This consisted of presenting auditory and visual stimuli simultaneously or with a one-second delay between the visual and auditory stimuli. Data remained consistent across participants in showing that the accuracy of listener/speaker responses was not dramatically affected by temporal proximity of visual and auditory stimuli. Serendipitous findings of this experiment suggested that the joining of listener and speaker responses may be required for acquisition of more complex derived relations. I conducted Experiment IV to address the unanticipated findings of the pilot study, by testing if a functional relation exists between the naming continuum and the emergence of other arbitrarily applicable derived relations (AAR). Four of the 6 participants demonstrated mastery of mutual and combinatorial entailment relations following increased degrees of BiN, while 2 of the participants demonstrated increases in combinatorial entailment relations. Results suggested a functional relation exists between the accuracy of untaught listener/speaker responses for word-object relations and the emergence of other AAR. I…

Subjects/Keywords: Psychology; Children – Language; Toddlers – Development; Language acquisition

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APA (6^th Edition):

Friedman, L. F. (2020). Establishment of Increased Stimulus Control for Bidirectional Naming Increased Stimulus Control for Other Derived Relations in 20- to 40-Month-Old Toddlers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-4y9d-c108

Chicago Manual of Style (16^th Edition):

Friedman, Leah Faith. “Establishment of Increased Stimulus Control for Bidirectional Naming Increased Stimulus Control for Other Derived Relations in 20- to 40-Month-Old Toddlers.” 2020. Doctoral Dissertation, Columbia University. Accessed March 04, 2021. https://doi.org/10.7916/d8-4y9d-c108.

MLA Handbook (7^th Edition):

Friedman, Leah Faith. “Establishment of Increased Stimulus Control for Bidirectional Naming Increased Stimulus Control for Other Derived Relations in 20- to 40-Month-Old Toddlers.” 2020. Web. 04 Mar 2021.

Vancouver:

Friedman LF. Establishment of Increased Stimulus Control for Bidirectional Naming Increased Stimulus Control for Other Derived Relations in 20- to 40-Month-Old Toddlers. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Mar 04]. Available from: https://doi.org/10.7916/d8-4y9d-c108.

Council of Science Editors:

Friedman LF. Establishment of Increased Stimulus Control for Bidirectional Naming Increased Stimulus Control for Other Derived Relations in 20- to 40-Month-Old Toddlers. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-4y9d-c108

University of Ghana

6. Commodore, R.C. First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months .

Degree: 2018, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/32088

► Background: Learning to speak and understand language is exceptional and forms an important accomplishment of early childhood. As part of the general growth of children,… (more)

▼ Background: Learning to speak and understand language is exceptional and forms an important accomplishment of early childhood. As part of the general growth of children, language development plays a vital role in their cognitive and social development. Language development of children across the world is believed to follow the same pattern. There is much debate on the first words of children as well as the content of these first words. Few studies have addressed these questions (what are the first words of children and the content of the first words) for children at the very earliest stage of language development. Aim: The study was aimed at determining the first ten words of children acquiring Ga language between ages 12 and 18 months within the Ablekuma South Constituency. Method: This research used a quantitative cross-sectional design to investigate the first ten words of children acquiring Ga language between ages 12 and 18 months. A checklist was generated by the researcher and was used for data collection. Parents who consented to the study responded to ‘yes’ or ‘no’ to the words on the checklist to indicate whether their children are saying the words as part of their first words or not. Parents also provided additional words which were not on the checklist but were part of their children’s first words. Data collection was done by the researcher and three trained field workers. Statistical Package for the Social Sciences (SPSS) version 20.0 software was used in analyzing the data collected. Three hundred and sixty-six (366) children participated in the study, 70% males and 30% females. The mean age of the children was 15 months. The study was conducted within the Ablekuma South Constituency, particularly, Mamprobi, Chorkor and Korle Gonno. Results: The first ten words derived from the study were ‘maa’ (mother), ‘ba’ (come), ‘daa’ (father), ‘ayɛ’ (witch) ‘ayee’ (bye), ‘bebi’ (baby), ‘yaa’ (go), ‘goo’ (ball), ‘nu’ (water) and ‘tↄ’ (take). These words were ranked from 1 to 10 with ‘maa’ (mother) obtaining the 1st position and ‘tↄ’ (take) obtaining the 10th position. The first words of the children include nouns (names of people, objects and animals) and verbs (action words). The number of words of the children increased as they grow. Conclusion: The first ten words of children acquiring Ga language have been identified to be (maa, amm, ayee, ba, daa, bebi, yaa, goo, nu and tↄ). These words were mainly nouns and verbs. The study also showed that as children grow, their vocabulary increases, for example, children aged 13 months produced 1-4 words whereas, children aged 17 months who produced 13 words. Keywords: Language development, first words, vocabulary increase

Subjects/Keywords: Children; Ga Language; Language Development; Vocabulary Increase

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APA (6^th Edition):

Commodore, R. C. (2018). First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/32088

Chicago Manual of Style (16^th Edition):

Commodore, R C. “First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months .” 2018. Masters Thesis, University of Ghana. Accessed March 04, 2021. http://ugspace.ug.edu.gh/handle/123456789/32088.

MLA Handbook (7^th Edition):

Commodore, R C. “First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months .” 2018. Web. 04 Mar 2021.

Vancouver:

Commodore RC. First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months . [Internet] [Masters thesis]. University of Ghana; 2018. [cited 2021 Mar 04]. Available from: http://ugspace.ug.edu.gh/handle/123456789/32088.

Council of Science Editors:

Commodore RC. First Ten Words Spoken By Children Acquiring Ga Language between Ages Twelve and Eighteen Months . [Masters Thesis]. University of Ghana; 2018. Available from: http://ugspace.ug.edu.gh/handle/123456789/32088

University of Manitoba

7. McDivitt, Karmen Elizabeth. Influence of maternal age on infant home language environment.

Degree: Psychology, 2016, University of Manitoba

URL: http://hdl.handle.net/1993/31667

► The present study examined the influence of maternal age on infant home language environment, focusing on the environments of children born to young mothers using… (more)

Subjects/Keywords: Language development; Language environment; Adolescent mother

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APA (6^th Edition):

McDivitt, K. E. (2016). Influence of maternal age on infant home language environment. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31667

Chicago Manual of Style (16^th Edition):

McDivitt, Karmen Elizabeth. “Influence of maternal age on infant home language environment.” 2016. Masters Thesis, University of Manitoba. Accessed March 04, 2021. http://hdl.handle.net/1993/31667.

MLA Handbook (7^th Edition):

McDivitt, Karmen Elizabeth. “Influence of maternal age on infant home language environment.” 2016. Web. 04 Mar 2021.

Vancouver:

McDivitt KE. Influence of maternal age on infant home language environment. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1993/31667.

Council of Science Editors:

McDivitt KE. Influence of maternal age on infant home language environment. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31667

8. Muckley, Sarah-Ann. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice.

Degree: 2016, National University of Ireland – Galway

URL: http://hdl.handle.net/10379/5900

► Knowledge of typical language development, where available, is used as a comparative tool for the education of referral agents as well as for the efficacious… (more)

Subjects/Keywords: Minority language development; Irish language development; Irish language assessment; Speech and language therapy; Health sciences

11 more images…

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APA (6^th Edition):

Muckley, S. (2016). Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/5900

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

Chicago Manual of Style (16^th Edition):

Muckley, Sarah-Ann. “Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. ” 2016. Thesis, National University of Ireland – Galway. Accessed March 04, 2021. http://hdl.handle.net/10379/5900.

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

MLA Handbook (7^th Edition):

Muckley, Sarah-Ann. “Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. ” 2016. Web. 04 Mar 2021.

Vancouver:

Muckley S. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. [Internet] [Thesis]. National University of Ireland – Galway; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10379/5900.

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

Council of Science Editors:

Muckley S. Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. [Thesis]. National University of Ireland – Galway; 2016. Available from: http://hdl.handle.net/10379/5900

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

Universiteit Utrecht

9. Horst, M.L. van der. The expression of reference by Dutch children of 4, 6 and 8 years old.

Degree: 2010, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/179446

► Purpose: this study examines the use of linguistic means for the expression of reference by Dutch children of 4, 6 and 8 years old. Method:… (more)

Subjects/Keywords: Letteren; reference, narrative, language development

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APA (6^th Edition):

Horst, M. L. v. d. (2010). The expression of reference by Dutch children of 4, 6 and 8 years old. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/179446

Chicago Manual of Style (16^th Edition):

Horst, M L van der. “The expression of reference by Dutch children of 4, 6 and 8 years old.” 2010. Masters Thesis, Universiteit Utrecht. Accessed March 04, 2021. http://dspace.library.uu.nl:8080/handle/1874/179446.

MLA Handbook (7^th Edition):

Horst, M L van der. “The expression of reference by Dutch children of 4, 6 and 8 years old.” 2010. Web. 04 Mar 2021.

Vancouver:

Horst MLvd. The expression of reference by Dutch children of 4, 6 and 8 years old. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2021 Mar 04]. Available from: http://dspace.library.uu.nl:8080/handle/1874/179446.

Council of Science Editors:

Horst MLvd. The expression of reference by Dutch children of 4, 6 and 8 years old. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/179446

10. Varghese, Sneha. A study of development of spoken language of prelearners in chhattisgargh; -.

Degree: Education, 2004, Pt. Ravishankar Shukla University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/50182

None

Reference p.278 - 294 and Appendix given

Advisors/Committee Members: Sharma, Pushpalata.

Subjects/Keywords: Development; Language

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APA (6^th Edition):

Varghese, S. (2004). A study of development of spoken language of prelearners in chhattisgargh; -. (Thesis). Pt. Ravishankar Shukla University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/50182

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

Chicago Manual of Style (16^th Edition):

Varghese, Sneha. “A study of development of spoken language of prelearners in chhattisgargh; -.” 2004. Thesis, Pt. Ravishankar Shukla University. Accessed March 04, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/50182.

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

MLA Handbook (7^th Edition):

Varghese, Sneha. “A study of development of spoken language of prelearners in chhattisgargh; -.” 2004. Web. 04 Mar 2021.

Vancouver:

Varghese S. A study of development of spoken language of prelearners in chhattisgargh; -. [Internet] [Thesis]. Pt. Ravishankar Shukla University; 2004. [cited 2021 Mar 04]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50182.

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

Council of Science Editors:

Varghese S. A study of development of spoken language of prelearners in chhattisgargh; -. [Thesis]. Pt. Ravishankar Shukla University; 2004. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/50182

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

Leiden University

11. Frijns, Emile. Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources.

Degree: 2015, Leiden University

URL: http://hdl.handle.net/1887/34276

► In this thesis, the development of the East-Slavic languages has been investigated through the analysis of various written sources on a multitude of morphological scoring… (more)

Subjects/Keywords: East-Slavic; Linguistics; Language development

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APA (6^th Edition):

Frijns, E. (2015). Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34276

Chicago Manual of Style (16^th Edition):

Frijns, Emile. “Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources.” 2015. Masters Thesis, Leiden University. Accessed March 04, 2021. http://hdl.handle.net/1887/34276.

MLA Handbook (7^th Edition):

Frijns, Emile. “Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources.” 2015. Web. 04 Mar 2021.

Vancouver:

Frijns E. Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1887/34276.

Council of Science Editors:

Frijns E. Between Jak się masz and Kak dela: A morphological analysis of the development of East-Slavic through primary written sources. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/34276

Victoria University of Wellington

12. Sun, Dekun. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1480

► Much of L2 teacher cognition research has focused on L2 English education with native speakers teaching adult students at private institutes and tertiary levels. The… (more)

Subjects/Keywords: Language teacher development; Teaching Chinese

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APA (6^th Edition):

Sun, D. (2010). Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1480

Chicago Manual of Style (16^th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed March 04, 2021. http://hdl.handle.net/10063/1480.

MLA Handbook (7^th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Web. 04 Mar 2021.

Vancouver:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10063/1480.

Council of Science Editors:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1480

University of Connecticut

13. Kelty, Emma C. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.

Degree: MA, Psychology, 2011, University of Connecticut

URL: https://opencommons.uconn.edu/gs_theses/144

► Most English descriptions of motion events express manner in the main verb and path in a prepositional phrase, as in “She skips out of… (more)

Subjects/Keywords: psychology; language development; word learning

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APA (6^th Edition):

Kelty, E. C. (2011). Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/144

Chicago Manual of Style (16^th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Masters Thesis, University of Connecticut. Accessed March 04, 2021. https://opencommons.uconn.edu/gs_theses/144.

MLA Handbook (7^th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Web. 04 Mar 2021.

Vancouver:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2021 Mar 04]. Available from: https://opencommons.uconn.edu/gs_theses/144.

Council of Science Editors:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/144

University of Illinois – Urbana-Champaign

14. Preza, Tracy. Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences.

Degree: MA, Speech & Hearing Science, 2020, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/108442

► Research investigating how parent input influences child language outcomes has typically analyzed input from the perspective of only one dimension at a time. Rowe and… (more)

Subjects/Keywords: language development; parent input

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APA (6^th Edition):

Preza, T. (2020). Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/108442

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

Chicago Manual of Style (16^th Edition):

Preza, Tracy. “Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences.” 2020. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/108442.

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

MLA Handbook (7^th Edition):

Preza, Tracy. “Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences.” 2020. Web. 04 Mar 2021.

Vancouver:

Preza T. Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/108442.

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

Council of Science Editors:

Preza T. Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences. [Thesis]. University of Illinois – Urbana-Champaign; 2020. Available from: http://hdl.handle.net/2142/108442

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

University of Melbourne

15. WATTS, AMY. Language development in young children who stutter.

Degree: 2015, University of Melbourne

URL: http://hdl.handle.net/11343/55169

► Stuttering typically emerges at the same time as children are experiencing rapid development in their language. It is not surprising therefore that there is substantial… (more)

▼ Stuttering typically emerges at the same time as children are experiencing rapid development in their language. It is not surprising therefore that there is substantial interest in the interface between stuttering and language. Explanations for stuttering that utilise a linguistic framework are prominent in the theoretical literature, and there are numerous empirical studies focused upon understanding the potential relationship between stuttering and language development. Yet, agreement about the precise nature of this relationship does not exist. This research is focused upon the emergence of stuttering and language development in young children. The study is embedded within two pre-existing prospective longitudinal studies; the Early Language in Victoria Study (ELVS) investigating language development in a large community sample of children; and the ELVS-Stuttering study, a nested study investigating the onset and progression of stuttering. Utilising data collected within the framework of these two studies, this study has three parts. Part 1 involves a comparison of the early communication and language skills of children who started to stutter and children who did not start to stutter from ages 2 to 5 years. Part 2 focuses on a sub-sample of the children who started to stutter, describing their stuttering and language behaviours during the first 12 months after stuttering onset. This involved concurrent examination of stuttering behaviours and stuttering severity, and a range of global indicators of expressive language proficiency. Part 3 examines the association between variables related to stuttering (e.g. family history of stuttering, severity, age of onset, stuttering behaviours) and two global indicators of language ability (length of utterances, and grammatical complexity), again focusing upon a sub-sample of children who started to stutter. Overall, results indicate that children who stutter, as a group, demonstrate expressive language skills that are consistent with, and sometimes exceeding, developmental expectations. Part 1 revealed findings indicating that children who have stuttered demonstrate stronger language skills than children who have not stuttered on each of the communication and language outcomes measured. Findings from Part 2 indicated that, in the first 12 months after the report of stuttering onset, the subgroup of children who stutter demonstrated language skills that are consistent with developmental expectations, and when compared to available age-referenced data they in fact exceed expectations. Part 3 revealed a weak association between stuttering characteristics and language proficiency in the first 12 months following the report of stuttering onset. Although some associations were statistically significant, the corresponding regression coefficients tended to be small and explained very little of the variability in the language outcomes measured. Overall there was no evidence of language development being impacted by the onset or progression of stuttering in the cohort of…

Subjects/Keywords: stuttering; language development; children

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APA (6^th Edition):

WATTS, A. (2015). Language development in young children who stutter. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/55169

Chicago Manual of Style (16^th Edition):

WATTS, AMY. “Language development in young children who stutter.” 2015. Doctoral Dissertation, University of Melbourne. Accessed March 04, 2021. http://hdl.handle.net/11343/55169.

MLA Handbook (7^th Edition):

WATTS, AMY. “Language development in young children who stutter.” 2015. Web. 04 Mar 2021.

Vancouver:

WATTS A. Language development in young children who stutter. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11343/55169.

Council of Science Editors:

WATTS A. Language development in young children who stutter. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/55169

16. Henkle, Kimberly A. THE INFLUENCE OF SIBLING AGE ON THE DEVELOPMENT OF REFERENTIAL BEHAVIOR IN THE YOUNGEST SIBLING: A LONGITUDINAL CASE STUDY.

Degree: 2020, University of Nevada – Reno

URL: http://hdl.handle.net/11714/7673

► Decades worth of research has been committed to analyzing language development, the majority of which has focused on caregiver-child interactions and analyzing formal properties of… (more)

Subjects/Keywords: language development; referential behavior; siblings

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

APA (6^th Edition):

Henkle, K. A. (2020). THE INFLUENCE OF SIBLING AGE ON THE DEVELOPMENT OF REFERENTIAL BEHAVIOR IN THE YOUNGEST SIBLING: A LONGITUDINAL CASE STUDY. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/7673

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

Chicago Manual of Style (16^th Edition):

Henkle, Kimberly A. “THE INFLUENCE OF SIBLING AGE ON THE DEVELOPMENT OF REFERENTIAL BEHAVIOR IN THE YOUNGEST SIBLING: A LONGITUDINAL CASE STUDY.” 2020. Thesis, University of Nevada – Reno. Accessed March 04, 2021. http://hdl.handle.net/11714/7673.

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

MLA Handbook (7^th Edition):

Henkle, Kimberly A. “THE INFLUENCE OF SIBLING AGE ON THE DEVELOPMENT OF REFERENTIAL BEHAVIOR IN THE YOUNGEST SIBLING: A LONGITUDINAL CASE STUDY.” 2020. Web. 04 Mar 2021.

Vancouver:

Henkle KA. THE INFLUENCE OF SIBLING AGE ON THE DEVELOPMENT OF REFERENTIAL BEHAVIOR IN THE YOUNGEST SIBLING: A LONGITUDINAL CASE STUDY. [Internet] [Thesis]. University of Nevada – Reno; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11714/7673.

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

Council of Science Editors:

Henkle KA. THE INFLUENCE OF SIBLING AGE ON THE DEVELOPMENT OF REFERENTIAL BEHAVIOR IN THE YOUNGEST SIBLING: A LONGITUDINAL CASE STUDY. [Thesis]. University of Nevada – Reno; 2020. Available from: http://hdl.handle.net/11714/7673

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

Vanderbilt University

17. Vazquez, Maria Dolores. Children and adults evaluate what others know by considering how they complete goals in language and action.

Degree: PhD, Psychology, 2012, Vanderbilt University

URL: http://hdl.handle.net/1803/14917

► Children consider others’ prior behavior to evaluate whether they are likely to provide accurate information in the future. Prior research has demonstrated that the ability… (more)

Subjects/Keywords: pragmatic development; developmental psychology; language development

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APA (6^th Edition):

Vazquez, M. D. (2012). Children and adults evaluate what others know by considering how they complete goals in language and action. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14917

Chicago Manual of Style (16^th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 04, 2021. http://hdl.handle.net/1803/14917.

MLA Handbook (7^th Edition):

Vazquez, Maria Dolores. “Children and adults evaluate what others know by considering how they complete goals in language and action.” 2012. Web. 04 Mar 2021.

Vancouver:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1803/14917.

Council of Science Editors:

Vazquez MD. Children and adults evaluate what others know by considering how they complete goals in language and action. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14917

18. MacDonald Wer, Beatriz Michelle. Comparison of Reading Development Across Socioeconomic Status in the United States.

Degree: PhD, Psychology, 2014, U of Denver

URL: https://digitalcommons.du.edu/etd/985

► It is well known that higher parental socioeconomic status (SES) predicts better child reading outcomes, but little work has been done to unpack this… (more)

▼ It is well known that higher parental socioeconomic status (SES) predicts better child reading outcomes, but little work has been done to unpack this finding. The main overall question addressed by this project was whether cognitive models of the two main reading outcomes, single word reading (SWR) and reading comprehension (RC), performed similarly across levels of parental SES. The current study predicted a differential relation between parental SES and both predictors and outcomes because of the known large relation between parental SES and child oral language development. Three questions examined the mediating effects of cognitive predictors on the relation between parental SES and reading outcomes, the moderating effects of SES on the developmental trajectories of reading outcomes, and the strength of the relationship between SES and the two reading outcomes. Participants were part of two large and comprehensive datasets: the cross-sectional Colorado Learning Disability Research Center (CLDRC; n=1554) sample, and the International Longitudinal Twin Study (ILTS; n=463 twin pairs) sample. In terms of cognitive predictors, the relation between SES and SWR was disproportionately mediated by two language skills, vocabulary (VOC) and phonological awareness (PA). For the RC models, both SWR and oral listening comprehension (OLC) did not disproportionally mediate the relation between RC and SES; however, full mediation was not exhibited. With regard to the trajectory of reading outcomes, SES moderated the starting values of SWR and RC, and the slopes of SWR development. When performance on the control measures of early reading skills (e.g., print knowledge, vocabulary, and decoding skills) was included the models, the moderating effects of SES were completely accounted for by these measures. In terms of outcomes, SES had a stronger relation to RC than to SWR, especially at later ages. These findings have implications for interventions aimed at improving reading outcomes in children from lower SES families. Advisors/Committee Members: Bruce F. Pennington, Ph.D..

Subjects/Keywords: Socioeconomic status; Reading development; Language development; Psychology

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

APA (6^th Edition):

MacDonald Wer, B. M. (2014). Comparison of Reading Development Across Socioeconomic Status in the United States. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/985

Chicago Manual of Style (16^th Edition):

MacDonald Wer, Beatriz Michelle. “Comparison of Reading Development Across Socioeconomic Status in the United States.” 2014. Doctoral Dissertation, U of Denver. Accessed March 04, 2021. https://digitalcommons.du.edu/etd/985.

MLA Handbook (7^th Edition):

MacDonald Wer, Beatriz Michelle. “Comparison of Reading Development Across Socioeconomic Status in the United States.” 2014. Web. 04 Mar 2021.

Vancouver:

MacDonald Wer BM. Comparison of Reading Development Across Socioeconomic Status in the United States. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2021 Mar 04]. Available from: https://digitalcommons.du.edu/etd/985.

Council of Science Editors:

MacDonald Wer BM. Comparison of Reading Development Across Socioeconomic Status in the United States. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/985

California State University – Chico

19. Bernedo, Anna. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .

Degree: 2011, California State University – Chico

URL: http://hdl.handle.net/10211.4/352

► ABSTRACT UTILIZING ENGLISH LANGUAGE DEVELOPMENT STRATEGIES TO FACILITATE VOCABULARY DEVELOPMENT DURING TEACHER LED READ-ALOUD by ???Anna Bernedo 2011 Master of Arts in Education California State… (more)

▼ ABSTRACT UTILIZING ENGLISH LANGUAGE DEVELOPMENT STRATEGIES TO FACILITATE VOCABULARY DEVELOPMENT DURING TEACHER LED READ-ALOUD by ???Anna Bernedo 2011 Master of Arts in Education California State University, Chico Summer 2011 As the researcher, I examined the following question: How does my use of English language development strategies, while teaching explicit vocabulary instruction during read aloud time, affect all my students??? vocabulary development? Other questions included: Do the students in the study acquire more vocabulary? Do the students obtain a deeper understanding of the meaning of words and how to correctly use them? Do the students respond differently to paper and pencil tests versus electronic format? These questions were examined while providing explicit vocabulary instruction with the use of research-based English Language Development strategies to support vocabulary acquisition for all students in the class. Specific research based strategy models included Specially Designed Academic Instruction in English and Sheltered Instructional Observation Protocol. Qualitative data was analyzed to determine the impact participation in vocabulary instruction has on students??? vocabulary development. Multiple methods of data were collected to demonstrate triangulation. Students??? pre- and post-test vocabulary test scores were compared to determine if students made any gains, based on vocabulary questions answered correctly. The number of correct answers for the pre-tests was compared with the number of correct answers on the post-test to calculate the difference. The action research thesis intended to not only examine the gain, if any, of vocabulary knowledge as determined by the vocabulary tests, but also to determine if vocabulary gains had been confirmed by the data collected. Student vocabulary assessments, student vocabulary journals, student letters, observations, video recordings, and teacher journals to interpret students??? development and engagement in vocabulary knowledge were analyzed. Advisors/Committee Members: Schulte, Ann (advisor).

Subjects/Keywords: vocabulary development; English language development strategies

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

APA (6^th Edition):

Bernedo, A. (2011). Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/352

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

Chicago Manual of Style (16^th Edition):

Bernedo, Anna. “Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .” 2011. Thesis, California State University – Chico. Accessed March 04, 2021. http://hdl.handle.net/10211.4/352.

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

MLA Handbook (7^th Edition):

Bernedo, Anna. “Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud .” 2011. Web. 04 Mar 2021.

Vancouver:

Bernedo A. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10211.4/352.

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

Council of Science Editors:

Bernedo A. Utilizing English Language Development Strategies to Facilitate Vocabulary Development During Teacher Led Read-Aloud . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/352

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

University of South Africa

20. Mabule, Dorah Riah. Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison .

Degree: 2013, University of South Africa

URL: http://hdl.handle.net/10500/8842

► The focus of this study is an investigation of the language policy and language policy implementation in the Department of Correctional Services of South Africa.… (more)

Subjects/Keywords: Language attitudes; Language choice; Language planning; Language policy; Language policy implementation; Multilingualism; Official language; Language development

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APA (6^th Edition):

Mabule, D. R. (2013). Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/8842

Chicago Manual of Style (16^th Edition):

Mabule, Dorah Riah. “Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison .” 2013. Doctoral Dissertation, University of South Africa. Accessed March 04, 2021. http://hdl.handle.net/10500/8842.

MLA Handbook (7^th Edition):

Mabule, Dorah Riah. “Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison .” 2013. Web. 04 Mar 2021.

Vancouver:

Mabule DR. Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10500/8842.

Council of Science Editors:

Mabule DR. Language attitudes and language choice within the correctional services with reference to Pretoria Central Prison . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/8842

21. Reeves, Hannah Joy. Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift.

Degree: MA, Linguistics, 2015, University of North Dakota

URL: https://commons.und.edu/theses/1827

► Using a mixed qualitative and quantitative approach, I explore immigrants' individual motivations for language use, language shift and language maintenance. I met with 25… (more)

Subjects/Keywords: ethnolinguistic vitality; immigrants; language development; language maintenance; language shift

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APA (6^th Edition):

Reeves, H. J. (2015). Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1827

Chicago Manual of Style (16^th Edition):

Reeves, Hannah Joy. “Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift.” 2015. Masters Thesis, University of North Dakota. Accessed March 04, 2021. https://commons.und.edu/theses/1827.

MLA Handbook (7^th Edition):

Reeves, Hannah Joy. “Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift.” 2015. Web. 04 Mar 2021.

Vancouver:

Reeves HJ. Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift. [Internet] [Masters thesis]. University of North Dakota; 2015. [cited 2021 Mar 04]. Available from: https://commons.und.edu/theses/1827.

Council of Science Editors:

Reeves HJ. Falam Immigrants In America: Motivations For Language Use, Maintenance, And Shift. [Masters Thesis]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1827

22. Carlstedt, Catarina. Att mötas i språket : Språket i det psykoterapeutiska samtalet.

Degree: St Lukas Educational Institute, 2012, Ersta Sköndal University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744

►

Inledning: Då språket är en grundläggande faktor i det psykoterapeutiska samtalet är det av intresse att få mer kunskap om dess betydelse. Syftet med… (more)

▼

Inledning: Då språket är en grundläggande faktor i det psykoterapeutiska samtalet är det av intresse att få mer kunskap om dess betydelse. Syftet med studien var att undersöka upplevelsen av det verbala språkets betydelse i det psykoterapeutiska samtalet, detta framkom genom psykoterapeuternas syn på språkutveckling och eget språkanvändande, patienters språkutveckling och språkanvändande och svårigheter i psykoterapi. Metod: Studien använde en kvalitativ metod och intervjuade fem leg. psykoterapeuter med psykodynamisk inriktning. Resultatet visar att psykoterapeu-terna genomgående ser på det verbala språkanvändandet som något som har en rörelse i psykoterapeuternas användande av eget språk, utifrån teorier om patientens språkanvändande. Språkutvecklingen hos patienten anses härröra från både relationen vårdare-barn och i vilken social kontext som barnet vuxit upp. Patienter som innan psykoterapin haft svårigheter i språkanvändandet vilket försvårat deras livssituation, förbättrar sitt språkanvändande efter en fullföljd psykoterapi. Detta i sin tur resulterar i förändrade relationella och sociala färdigheter. Diskussion: Psyko-terapeuternas fokus var riktat mot patientens språkutveckling och språkanvändning och hur detta sedan påverkar hur psykoterapeuten använder sitt språk. Överlag funderade psykoterapeuternas väldigt lite över att sin egna språkutveckling och språkanvändning, kan påverka hur patienten använder språket. Resultatet påvisar således en ovana hos psykoterapeuterna att förstå och reflektera över sin egen del i språkanvändningen.

Introduction: Since language is a basic factor in the psychotherapeutic conversation, it is of interest to learn more about its significance. The purpose of this study was to examine the experience of the verbal significance of language in the psychotherapeu-tic conversation; it emerged through the psychotherapeutic approach to language development and language use, patients' language development and language usage and difficulties in psychotherapy. Method: The study used a qualitative method and interviewed five Leg. Psychotherapists with a psychodynamic orientation. The result shows that psychotherapists consistently look at the verbal language use as something that has a motion in the psychotherapeutic use of language, based on theories about the patient's language usage. Language development in the patient considered to arise from both the caregiver-child relationship and in what social context in which the child has grown up. Patients before psychotherapy had diffi-culties in the use of language, which complicated their lives, improve their language use after completion of psychotherapy. This in turn results in altered relational and social skills. Discussion: Psychotherapists focus was directed towards the patient's language development and language, and how this then affects how the psycho-therapist uses their language. Psychotherapists didn’t think the language development and language use, can affect how the…

Subjects/Keywords: language; language development; language use; språk; språkutveckling; språkanvändande; Psychology; Psykologi

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

APA (6^th Edition):

Carlstedt, C. (2012). Att mötas i språket : Språket i det psykoterapeutiska samtalet. (Thesis). Ersta Sköndal University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744

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

Chicago Manual of Style (16^th Edition):

Carlstedt, Catarina. “Att mötas i språket : Språket i det psykoterapeutiska samtalet.” 2012. Thesis, Ersta Sköndal University College. Accessed March 04, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744.

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

MLA Handbook (7^th Edition):

Carlstedt, Catarina. “Att mötas i språket : Språket i det psykoterapeutiska samtalet.” 2012. Web. 04 Mar 2021.

Vancouver:

Carlstedt C. Att mötas i språket : Språket i det psykoterapeutiska samtalet. [Internet] [Thesis]. Ersta Sköndal University College; 2012. [cited 2021 Mar 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744.

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

Council of Science Editors:

Carlstedt C. Att mötas i språket : Språket i det psykoterapeutiska samtalet. [Thesis]. Ersta Sköndal University College; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1744

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

23. Lukic, Gordana. Språkutvecklande arbetssätt i förskolan.

Degree: Humanities and Informatics, 2011, University of Skövde

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424

►

Denna studie handlar om språkutvecklande arbetssätt i förskolan. Syftet med studien var att undersöka och få kunskap om vad ett språkutvecklande arbetssätt i förskolan… (more)

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Denna studie handlar om språkutvecklande arbetssätt i förskolan. Syftet med studien var att undersöka och få kunskap om vad ett språkutvecklande arbetssätt i förskolan innebär och vad som kännetecknar detta arbetssätt, samt på vilket sätt lek är involverat i detta. Utgångspunkten för studien var det sociokulturella perspektivet på lärande och utveckling. Den kvalitativa metoden användes genom att material samlades från intervjuer av fem förskollärare. Resultatet visar att ett språkutvecklande arbetssätt i förskolan kännetecknas av dialog, kommunikation, samlingar, lek, litteratur och Internet användning. Det framgår även att barn utvecklar den språkliga förmågan bättre om de blir språkstimulerade i förskolan. Dessutom visar resultatet, genom att observera barn ser förskolepersonalen vilka av dem som eventuellt behöver hjälp med sin språkliga utveckling. Personalen kan då planera anpassade aktiviteter samt stötta barnet i den fria leken. Resultatet har även visat att leken hela tiden är involverad i det språkutvecklande arbetssättet. Lekens roll är att motivera barnen till lärande och väcka deras intresse för de olika språkutvecklande aktiviteter som genomförs i förskolan. Slutligen kan påpekas att förskolan har en viktig roll när det gäller barns språkutveckling.

This report concerns language development work in preschool. The purpose of this study was to investigate and gain knowledge of the meaning of language development approach in preschool and the characteristics of this approach, as well as the importance of the children´s play in this matter. In this study, the socio-cultural perspective on learning and development was adopted. The qualitative method was applied by collecting material from the interviews of five preschoolteachers. The result shows that language development approach is characterised by dialogue, communication, gathering, play, literature and the use of Internet. It is also clear that children develop the linguistic ability better if they have been involved in language stimulation activities in preschool. Another result of hte study was that the deficiency in the progress of a childs languageability can easily be observed by the preschoolstaff. The teacher can plan appropriate activities and support the children in their playing in order to help them develop their language. The results also shows that the play is involved all the time in the language development approach. The meaning of the play is to motivate children to learn and the childs interest in the language development activities carried out in preschool. Finally it should be observed that preschoolactivities play an inportant role in childrens language development.

Subjects/Keywords: language; communication; language stimulation; language development; språk; kommunikation; språkstimulering; språkutveckling

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APA (6^th Edition):

Lukic, G. (2011). Språkutvecklande arbetssätt i förskolan. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424

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

Chicago Manual of Style (16^th Edition):

Lukic, Gordana. “Språkutvecklande arbetssätt i förskolan.” 2011. Thesis, University of Skövde. Accessed March 04, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424.

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

MLA Handbook (7^th Edition):

Lukic, Gordana. “Språkutvecklande arbetssätt i förskolan.” 2011. Web. 04 Mar 2021.

Vancouver:

Lukic G. Språkutvecklande arbetssätt i förskolan. [Internet] [Thesis]. University of Skövde; 2011. [cited 2021 Mar 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424.

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

Council of Science Editors:

Lukic G. Språkutvecklande arbetssätt i förskolan. [Thesis]. University of Skövde; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5424

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

Karlstad University

24. Karlsson, Ditte. "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk.

Degree: Literature and Intercultural Studies, 2015, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407

► Learning words have shown to be a very crucial part of learning a second language and the one most important factor to make pupils… (more)

Subjects/Keywords: Vocabulary acquisition; Second language development; Native language; Second language; Ordinlärning

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APA (6^th Edition):

Karlsson, D. (2015). "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407

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

Chicago Manual of Style (16^th Edition):

Karlsson, Ditte. “"Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk.” 2015. Thesis, Karlstad University. Accessed March 04, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407.

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

MLA Handbook (7^th Edition):

Karlsson, Ditte. “"Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk.” 2015. Web. 04 Mar 2021.

Vancouver:

Karlsson D. "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk. [Internet] [Thesis]. Karlstad University; 2015. [cited 2021 Mar 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407.

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

Council of Science Editors:

Karlsson D. "Är en omogen människa grön?" : Lärares strategier och tankar kring ordinlärning för elever med svenska som andraspråk. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36407

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

University of Illinois – Urbana-Champaign

25. Han, Heekyung. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.

Degree: PhD, 0095, 2011, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/26205

► The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families.… (more)

▼ The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families. Using the framework of Language Ideology (Silverstein, 1979), I had three research questions: a) why do parents send their children to a Korean language school, b) what attitudes do immigrant parents and their children show toward Korean and English, and c) how are the parents and children involved in the practices of these two languages? I conducted a survey of parents whose children attended a Korean language school in Urbana-Champaign, Illinois, where the number of Korean sojourners (temporary residents) exceeds that of Korean immigrants. Forty participant parents provided demographic information. They described their children's language-use patterns depending on interlocutors as well as their language proficiency in both Korean and English. The reasons for sending their children to the Korean language school were significantly different depending on the respondents' residential status. In comparison to the sojourners, immigrants tended to give more priority to their children's oral language development and Korean identity construction. I also conducted case studies of three Korean immigrant families with 3- to 5-year-old children, using interviews, observations, and photographs of children's work. The collected data were analyzed according to themes such as daily life, parental beliefs about two languages, practices in two languages, children's attitudes toward two languages, and challenges and needs. Despite individual families' different immigration histories, the three families faced some common challenges. Because of their busy daily routines and different lifestyles, the immigrant families had limited interactions with other Koreans. The parents wanted their children to benefit from two communities and build a combined ethnic identity as Korean Americans. I argue that a Korean language school should expand its role as a comfort zone for all Koreans and Korean Americans. This study explores the heterogeneity among Korean sojourner and immigrant families and their language use and identity construction. Advisors/Committee Members: Walsh, Daniel J. (advisor), Daniel J. Walsh (Committee Chair), McCarthey, Sarah J. (committee member), Anderson, Richard C. (committee member), Lo, Adrienne S. (committee member).

Subjects/Keywords: Korean-American; bilingual development; heritage language maintenance; Language ideology; Language Socialization

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APA (6^th Edition):

Han, H. (2011). "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/26205

Chicago Manual of Style (16^th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/26205.

MLA Handbook (7^th Edition):

Han, Heekyung. “"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures.” 2011. Web. 04 Mar 2021.

Vancouver:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/26205.

Council of Science Editors:

Han H. "Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/26205

University of Minnesota

26. Cole, Caitlin. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.

Degree: PhD, Child Psychology, 2015, University of Minnesota

URL: http://hdl.handle.net/11299/175402

► Previous research has shown that young children are able to learn words in a foreign language (e.g., Koenig & Woodward, 2012). Among children learning words… (more)

▼ Previous research has shown that young children are able to learn words in a foreign language (e.g., Koenig & Woodward, 2012). Among children learning words in a foreign language, familiarity with objects (Sera et al., 2014) and L1 vocabulary (Koenig & Woodward, 2012) are related to foreign word learning. Among children learning words in their first language, knowledge of object functions is related to children's learning of and memory for object labels (Kemler Nelson et al., 2008; Booth, 2009; 2015), as well as object categorization and generalization (Graham et al., 2012; 2013; Twomey et al., 2014). In the present work, I examined the relative contributions of children's experience with novel objects, knowledge of object labels in their first language, and their knowledge of those objects' functions on their ability to learn foreign words for those objects and generalize those foreign words to other exemplars of the object categories. In Study 1, 52 monolingual English-speaking two- and three-year-old children were trained with novel objects on L1 labels or speaker preferences, or received no training. All three groups then learned Spanish labels for the novel objects. I measured children's initial learning of the foreign labels as well as their long-term retention. I found that children who had previous experience with the novel objects, whether or not they learned words in L1, learned and remembered foreign words better than children who had no experience with the objects. In study 2, 96 monolingual English-speaking two- and three-year-old children were trained with novel objects on L1 labels, object functions, or both, before learning foreign words for the objects. I measured children's learning of foreign words and their willingness to generalize those words across object categories. I found that children in all conditions learned foreign words, but did not generalize those words. Additionally, I found some evidence that learning English labels benefitted children's foreign word learning and generalization.

Subjects/Keywords: early childhood; foreign language; language development; second language

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

APA (6^th Edition):

Cole, C. (2015). Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175402

Chicago Manual of Style (16^th Edition):

Cole, Caitlin. “Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.” 2015. Doctoral Dissertation, University of Minnesota. Accessed March 04, 2021. http://hdl.handle.net/11299/175402.

MLA Handbook (7^th Edition):

Cole, Caitlin. “Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.” 2015. Web. 04 Mar 2021.

Vancouver:

Cole C. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11299/175402.

Council of Science Editors:

Cole C. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175402

University of Tennessee – Knoxville

27. Holcomb, Leala K. Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation.

Degree: 2019, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/5350

► Given the novelty of ASL in Deaf education, there is still much to explore about the specific techniques used to foster Deaf children’s language development.… (more)

Subjects/Keywords: Deaf; American Sign Language; Rhyme; Rhythm; Language Development; Language Acquisition

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APA (6^th Edition):

Holcomb, L. K. (2019). Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5350

Chicago Manual of Style (16^th Edition):

Holcomb, Leala K. “Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 04, 2021. https://trace.tennessee.edu/utk_graddiss/5350.

MLA Handbook (7^th Edition):

Holcomb, Leala K. “Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation.” 2019. Web. 04 Mar 2021.

Vancouver:

Holcomb LK. Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Mar 04]. Available from: https://trace.tennessee.edu/utk_graddiss/5350.

Council of Science Editors:

Holcomb LK. Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5350

California State University – Sacramento

28. Burke, Clark David. An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level.

Degree: 2011, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1132

► This study was an initial attempt to examine the assumption of a relationship between the subcomponent of Academic Language, Academic Vocabulary, and student and teacher… (more)

Subjects/Keywords: ALD; Academic language; Academic vocabulary; Language acquisition; Academic language development

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APA (6^th Edition):

Burke, C. D. (2011). An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1132

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

Chicago Manual of Style (16^th Edition):

Burke, Clark David. “An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level.” 2011. Thesis, California State University – Sacramento. Accessed March 04, 2021. http://hdl.handle.net/10211.9/1132.

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

MLA Handbook (7^th Edition):

Burke, Clark David. “An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level.” 2011. Web. 04 Mar 2021.

Vancouver:

Burke CD. An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10211.9/1132.

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

Council of Science Editors:

Burke CD. An initial examination of the relationship between academic vocabulary instruction and assessment at the fourth grade level. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1132

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

University of Maryland

29. Gerhold, Kayla. Early Phonological Predictors of Toddler Language Outcomes.

Degree: Hearing and Speech Sciences, 2015, University of Maryland

URL: http://hdl.handle.net/1903/16714

► Several studies have explored relationships between children's early phonological development and later language performance. This literature has included a more recent focus on the potential… (more)

Subjects/Keywords: Speech therapy; language acquisition; language development; language outcomes; phonology

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APA (6^th Edition):

Gerhold, K. (2015). Early Phonological Predictors of Toddler Language Outcomes. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16714

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

Chicago Manual of Style (16^th Edition):

Gerhold, Kayla. “Early Phonological Predictors of Toddler Language Outcomes.” 2015. Thesis, University of Maryland. Accessed March 04, 2021. http://hdl.handle.net/1903/16714.

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

MLA Handbook (7^th Edition):

Gerhold, Kayla. “Early Phonological Predictors of Toddler Language Outcomes.” 2015. Web. 04 Mar 2021.

Vancouver:

Gerhold K. Early Phonological Predictors of Toddler Language Outcomes. [Internet] [Thesis]. University of Maryland; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1903/16714.

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

Council of Science Editors:

Gerhold K. Early Phonological Predictors of Toddler Language Outcomes. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16714

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

Royal Holloway, University of London

30. 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

URL: 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

► 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)

▼ 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) over the early school years. Chapter 2 reports that English language competence in reception year (ages 4-5 years), in both children with EAL and monolingual English-speaking peers, is predictive of concurrent behavioural functioning and academic attainment over the early school years. Furthermore, relative to monolingual peers with comparable English language proficiency in reception, children with EAL displayed advantages in behaviour and meeting academic targets. Chapter 3 explored associations between EAL status, English language proficiency, and executive function in Year 1 (ages 5-6 years). Limited support was found for the controversial theory that bilingualism is associated with executive function advantages. However, children with EAL and monolingual peers with comparably low English language proficiency differed on specific executive function measures, highlighting that such measures may help disentangle language impairment from limited language experience. Chapter 4 reports that a monolingualnormed English language battery administered in Year 1 identified children with EAL and monolingual peers who continued to display comparably low English language proficiency in Year 3 (ages 7-8 years) and had comparable academic attainment in Year 2 (ages 6-7 years). Chapter 5 demonstrated that Year 1 measures of executive function, nonword repetition, and non-verbal ability do not improve prediction of English language proficiency in Year 3 in children with EAL, over and above Year 1 performance on an English language battery. Finally, Chapter 6 explored associations between language exposure, first language development, and English language proficiency in reception and Year 3 among children with EAL. Age of early language milestones were most strongly associated with English language competence at both time points and may therefore help identify children with EAL who will likely display persistent English language difficulties.

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

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APA (6^th 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 (16^th 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 March 04, 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 (7^th Edition):

Whiteside, Katie Elizabeth. “Language and cognitive development over the early school years in children learning English as an additional language.” 2017. Web. 04 Mar 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 Mar 04]. 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

Open Access Theses and Dissertations