• Refine your search:
  • 
    Keyword:
    
    • Bilingual (25)
    • Multilingual (25)
    • and Multicultural Education (25)
    • Early Childhood Education (20)
    • Family (7)
    • Language and Literacy Education (7)
    • Child Psychology (6)
    • Counseling Psychology (6)
    • Developmental Psychology (6)
    • Educational Psychology (6)
    •   more
  • 
    Creator / Publisher
  • 
    Year:
    
    • 2020 (25)
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access:
    • free (25)
    • subject to license (0)

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 25 1 Phil the Phytoplankton Kihm, Kylie; Frankiewich, Lexi In: World Languages and Cultures (2020) BASE Show details 2 Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement Mitchell, Tamra; Herrera, Socorro In: The Advocate (2020) BASE Show details 3 Focus on Friendship or Fights for Civil Rights? Teaching the Difficult History of Japanese American Incarceration through The Bracelet Naseem Rodriguez, Noreen In: Education Publications (2020) BASE Show details 4 The Intersection of Agricultural Education and Teaching Foreign Languages in American Elementary Schools Floyd, Kori In: Creative Components (2020) BASE Show details 5 Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Within Classrooms Mead, James In: National Youth Advocacy and Resilience Conference (2020) BASE Show details 6 Becoming a Mexican American in the U.S. South: Autobiographical Narrative of Liberation Martinez, Claudia In: Electronic Theses and Dissertations (2020) BASE Show details 7 But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices Gillmore, Marina V In: National Youth Advocacy and Resilience Conference (2020) BASE Show details 8 MacArthur-Bates Communicative Developmental Inventories (CDI): A Research Synthesis Evaluating Children at 2-36 months Giammarco, Nicholas In: MA in Linguistics Final Projects (2020) BASE Show details 9 The Impact of a Social Justice-Oriented Mindfulness Practice on the Self-Efficacy of an Early Childhood Montessori Teacher Myers-Vandrovec, Quiana In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 10 The Impact of Nonviolent Communication in an Early Childhood Montessori Environment Hadsall Jakowich, Amanda Britt In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 11 Self-Efficacy: A First-Generation American Educator Teaching in a Culturally Diverse Montessori Classroom Cuevas, Esmeralda In: Masters of Arts in Education Action Research Papers (2020) BASE Show details 12 "Want Me to Show You?": Emergent Bilingual Preschoolers' Multimodal Resourcing in Show-and-Tell Activity Sembiante, Sabrina F.; Bengochea, Alain In: Educational & Clinical Studies Faculty Publications (2020) BASE Show details 13 A Library Without Books: The Importance of Language Representation in Public Libraries Armshaw, Caelyn In: Theses/Capstones/Creative Projects (2020) BASE Show details 14 Supporting Public School Students' Education and Adaptation to U.S. Schools while Celebrating Bilingualism Crosbie, Allison In: Purdue Journal of Service-Learning and International Engagement (2020) BASE Show details 15 Toward a Culturally Inclusive Canon of Multimodal Picture Books: Developing Multiliteracies Practices and Assessments for Ontario’s Classrooms Jammali, Arwa In: Major Papers (2020) BASE Show details 16 Dialect Use, Language Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English Baldwin, Erika Rose In: Theses and Dissertations (2020) Abstract: Purpose. The purpose of this study was to gain a better understanding of the complex relationship between spoken language and emergent literacy skills for children who speak African American English (AAE). Therefore, this study examined children’s language proficiency, dialect use, and emergent literacy skills at the beginning of Head Start preschool and throughout the entire academic year. Methods. This study analyzed scores from a database of 120 preschool children who spoke AAE. Data included narrative retells of the wordless picture book Frog Where Are You? that were transcribed utilizing Systematic Analysis of Language Transcript (SALT) Software. Narrative retells were then coded for dialect density (DDM), Narrative Scoring Scheme (NSS) and an adapted Subordination Index (SI) score that accounted for AAE morphosyntactic features. Additional measures included the Peabody Picture Vocabulary Test (PPVT) and two subtests of the Phonological Awareness Literacy Screening for Preschool (PALS-PreK) (i.e. print awareness and alphabet knowledge). Taken together, these measures were analyzed for potential relationships using correlation analyses, repeated measures analysis of variance (ANOVA), and multiple regression analyses. Results. Analysis revealed significant negative correlations between DDM, print awareness, PPVT, and NSS at the beginning of Head Start. However, a multiple regression analysis indicated that there was no unique relationship between DDM and print awareness scores. Upon examining growth across the academic year, children demonstrated significant gains in their NSS and emergent literacy scores when comparing fall and spring performance; however, changes in dialect were not related to changes in NSS scores and emergent literacy gains were again shown to not be exclusively related to dialect. Overall, NSS scores most predicted measures of emergent literacy across analyses, indicating that any relationship between dialect use and emergent literacy skills was fully explained by the children’s oral language skills alone. Conclusions. Because dialect use did not uniquely predict language or emergent literacy skills, we concluded that, at this early stage in literacy development, dialect use is more of an independent factor. This adds to the work of Terry and Connor (2012), who found dialect use to be independent of word reading, receptive vocabulary abilities, and phonological awareness skills. These findings will help clinicians working with diverse speakers better understand the relationship between dialect use, language skills, and emergent literacy abilities, as well as better support children’s literacy development at this crucial early stage. Due to small sample sizes and the inclusion of only two dimensions of emergent literacy skills, caution should be used when generalizing and interpreting the findings. Keyword: African American English; and Multicultural Education; Bilingual; Dialect; Early Childhood; Emergent Literacy; Kindergarten Teacher Education; Multilingual; Narrative; Other Rehabilitation and Therapy; Pre-Elementary; Speech therapy; Speech-language pathology URL: https://dc.uwm.edu/etd/2453 https://dc.uwm.edu/cgi/viewcontent.cgi?article=3458&context=etd BASE Hide details 17 Fathers’ perceived co-parenting and children’s academic readiness among Chinese preschoolers: Longitudinal pathways through parenting and behavioral regulation Ren, Lixin; Cheung, Rebecca Y.M.; Boise, Courtney... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) BASE Show details 18 Statewide Policies to Improve Early Intervention Services: Promising Practices and Preliminary Results Kuhn, Miriam; Boise, Courtney; Bainter, Sue... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) BASE Show details 19 A Longitudinal Examination of Peer Victimization on Depressive Symptoms Among Asian American School‑Aged Youth Arora, Prerna G.; Wheeler, Lorey A; Fisher, Sycarah... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) BASE Show details 20 Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel Edwards, Katie M.; Sessarego, Stephanie N.; Mitchell, Kimberly J.... In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020) BASE Show details Page: 1 2

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 25 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0