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Screen Tablets and Language Stimulation in Kindergartens: Developing Tools to Assess the Effect of Tablet Screens on Linguistic Development, 2015 ...
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Mangen, Anne. - : NSD – Norwegian Centre for Research Data, 2016
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Οι απόψεις των νηπιαγωγών σε Ελλάδα και Γαλλία σχετικά με τις πρακτικές τους για τα παιδιά που δεν μιλούν τη γλώσσα του σχολείου. ...
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О СПЕЦИФИКЕ ОБУЧЕНИЯ ДВУЯЗЫЧНЫХ ДЕТЕЙ РУССКОМУ ЯЗЫКУ КАК СЕМЕЙНОМУ В СТРАНАХ ЕВРОПЫ (НА ПРИМЕРЕ ГРЕЦИИ)
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НИКИТЕНКО Е.А.. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2016
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Children's Sentence Comprehension: The Influence of Working Memory on Lexical Retrieval During Complex Sentence Processing
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1469804803 (2016)
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重要他人對學前迅吃兒童觀點之研究 ; The Viewpoints of Significant Others on Preschool Children with Cluttering
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The production of semantic representations in children with specific language impairment, autism spectrum disorder, and typical language development
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Abstract:
Advisors: Allison L. Gladfelter. ; Committee members: Janet Olson; Patricia Tattersall. ; Includes bibliographical references. ; Includes illustrations. ; Although differences in processing are well established in children with specific language impairment (SLI) and autism spectrum disorder (ASD), little is known about how these differences impact the type of information they ultimately acquire when learning new words. The purpose of this study was to analyze novel word definitions from children with SLI, ASD, and typical language development (TLD) to determine if the semantic information they learned was influenced by these processing differences. Thirty-six children (12 in each group), matched on expressive vocabulary, participated in a novel word learning study across three sessions. The semantic features of 432 definitions were coded and analyzed based on three processing dimensions: (1) visual vs. verbal vs. both visual and verbal, (2) local vs. global descriptors, and (3) inferred vs. explicit. The results indicate that: (1) children with SLI and ASD relied more on visual information to build their semantic representations than their peers with TLD, and children with SLI and ASD used verbal and a combination of visual and verbal semantic features similarly to their peers with TLD; (2) the groups with SLI and ASD produced more global descriptors than the group with TLD, and the group with SLI produced significantly fewer local descriptors than the group with TLD; and (3) all groups made inferences and used explicit information similarly. This study reveals that processing differences in children with SLI and ASD impact the formation and later production of semantic information when using newly acquired words. These results also demonstrate the wide-ranging overlap of expressive language abilities in children with SLI and ASD, highlighting why differential diagnosis of these disorders may be challenging when language alone is observed. ; M.A. (Master of Arts)
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Keyword:
Autistic children--Language; Children--Language; Learning disabled children--Language; Specific language impairment in children
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URL: https://commons.lib.niu.edu/handle/10843/20846
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| 28 |
Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention
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In: Dissertations and Theses (2016)
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Children's Dance Troupe
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In: The Sherbro Language and Culture of Sierra Leone (2016)
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Feeding students’ creativity with language arts: a project developed at ESEV (2013-15)
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Selected Code-Related and Language- Related Factors of Reading Comprehension for Deaf and Hard of Hearing Students ...
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The Elicitation Method for Past Tense Verb production in Children with Specific Language Impairment and Typical Language
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In: ETSU Faculty Works (2016)
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The Elicitation Method for Past Tense Verb production in Children with Specific Language Impairment and Typical Language
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In: ETSU Faculty Works (2016)
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Engaging Children and Their Families in Goal Setting to Optimize Their Participation in Everyday Functional Activities
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In: ETSU Faculty Works (2016)
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Speech-language Pathologists’ Assessment Practices with Children Who Have Cleft Lip and Palate Within the ICF-CY (Who, 2007) Framework
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In: ETSU Faculty Works (2016)
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Understanding and Adapting Summer Programs to Meet the Needs of Children with ASD
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In: ETSU Faculty Works (2016)
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The ICF-CY as Framework for International Collaboration to Improve Services for Children with Communication Disorders
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In: ETSU Faculty Works (2016)
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Nature and enactment of tasks for early English as a foreign language teaching (EFLT): a collaborative research project with teachers in Germany
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Infants’ expressive language in early childhood education and care settings: communicative functions and activity contexts ; Infants' expressive language : functions and contexts
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The iPad as a research tool for the understanding of English plurals by English, Chinese, and other L1 speaking 3-and 4-year-olds
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