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The Role of Akshara Knowledge and Phonological Processing Skills in Reading Development among Sri Lankan Children
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Many roads to success: How high functioning adults with phonological difficulties achieve word reading success
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Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015
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Many roads to success: How high functioning adults with phonological difficulties achieve word reading success
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Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015
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4 |
Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills
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Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011
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Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills
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Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011
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An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD)
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An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD)
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Abstract:
Degree: Master of Education ; Abstract: Parents can effectively facilitate positive child behaviour change (Kaiser & Hancock, 2003). Their inclusion as interventionists is an essential component of autism intervention (NRC, 2001) and represents a natural step toward consistent early intervention. However, what constitutes effective delivery of parent programs and their effect outside research settings is limited. The present study explored patterns of change in parent-child communication in the child’s natural language learning environment after participation in Hanen’s More Than Words program. Four patterns of change in the quality and quantity of parent-child talk and language were observed. Overall, parents increased talk immediately after intervention but failed to maintain the increase. Children demonstrated significant changes in gestures, receptive language and frequency of coordinated joint attention.
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Keyword:
autism; interaction; intervention; language; parent
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URL: https://era.library.ualberta.ca/files/m613mx741 http://hdl.handle.net/10402/era.27786
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8 |
Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis
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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
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Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
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Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
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Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis
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Deaf children's awareness of phonological structure: syllable, rhyme and phoneme ...
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