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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 Hits 1 – 19 of 19 1 Developmental Relations Between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis Florida State University (degree granting institution); Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing thesis). - : Florida State University BASE Show details 2 Predictors of Reading Comprehension: A Model-Based Meta-analytic Review Taylor, Jeanette E. (committee member); College of Arts and Sciences (degree granting college); Florida State University (degree granting institution). - : Florida State University BASE Show details 3 Spanish Translation and Validation of the Interpersonal Needs Questionnaire Silva, Caroline (authoraut); Joiner, Thomas E. (professor directing thesis); Cougle, Jesse R. (committee member). - : Florida State University BASE Show details 4 Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children Tannenbaum, Kendra R. (authoraut); Torgesen, Joseph K. (professor directing dissertation); Al Otaiba, Stephanie Dent (outside committee member). - : Florida State University BASE Show details 5 Joint Modeling of the Component Skills of Reading and Writing: A Meta-Analytic SEM Approach Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing dissertation); Suk-Kim, Young (university representative). - : Florida State University BASE Show details 6 Do Individual Differences in Lexical Representations or Speech Output Account for Relations Between Nonword Repetition or Vocabulary? Wagner, Richard K. (professor directing thesis); Torgesen, Joseph (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 7 Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students Tighe, Elizabeth L. (authoraut); Schatschneider, Christopher (professor directing dissertation); Kim, Young-Suk, 1970- (university representative). - : Florida State University BASE Show details 8 Developing Emergent Literacy Skills: The Impact of Alphabet Instruction Piasta, Shayne B. (authoraut); Wagner, Richard K. (professor directing dissertation); Connor, Carol McDonald (outside committee member). - : Florida State University BASE Show details 9 Development of Writing: Key Components of Written Language Kantor, Patricia Thatcher (authoraut); Wagner, Richard K. (professor directing dissertation); Foorman, Barbara (university representative). - : Florida State University BASE Show details 10 The Role of Parafoveal Information in Rapid Letter Naming Logan, Jessica A. R. (authoraut); Kelley, Colleen (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 11 Modeling the Development of Prereaders' Phonological Processsing Skills: A Latent Variable Longitudinal Study Florida State University (degree granting institution); Wagner, Richard K. (professor directing thesis); Maner, Jon (committee member). - : Florida State University BASE Show details 12 Language Minority Children’s Sensitivity to the Semantic Relations Between Words Goodrich, John Marc (authoraut); Lonigan, Christopher J. (professor directing dissertation); Wood, Carla (university representative); Borovsky, Arielle A. (Arielle Ann) (committee member); Kaschak, Michael P. (committee member); Wagner, Richard K. (committee member); Florida State University (degree granting institution); College of Arts and Sciences (degree granting college); Department of Psychology (degree granting department). - : Florida State University Abstract: The purpose of this study was to evaluate whether Spanish-speaking language minority children develop conceptual knowledge (Cummins, 1981) that is common to their two languages alongside development of proficiency in their first (L1) and second (L2) languages. Seventy-three first and second grade children completed two semantic priming tasks (i.e., a lexical decision task and a preferential looking paradigm) that were designed to examine children's sensitivity to the semantic relations between words within and across languages. It was hypothesized that within- and cross-language semantic priming effects would occur but that translation priming effects would not occur. Overall, results did not support hypotheses, as consistent semantic priming effects were not observed across the two tasks. However, limited evidence for semantic priming effects within English and from English to Spanish did emerge on the preferential looking paradigm. Substantial evidence for translation priming effects from Spanish-to-English was observed on the preferential looking paradigm. Children's Spanish vocabulary knowledge moderated translation priming effects on the lexical decision task. Although this pattern of results was not consistent with hypotheses, it was similar to the pattern of relations between bilingual individuals' L1 and L2 proposed by the revised hierarchical model (Kroll and Stewart, 1994). The results of this study indicated that Spanish-speaking language minority children rely on translation from their non-dominant to their dominant language to access meaning. Additionally, results provided limited evidence that information in the dominant and non-dominant language is activated simultaneously, indicating that children have conceptual knowledge that is common to both their L1 and L2. ; A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Fall Semester 2015. ; September 1, 2015. ; language minority, semantic priming ; Includes bibliographical references. ; Christopher J. Lonigan, Professor Directing Dissertation; Carla Wood, University Representative; Arielle Borovsky, Committee Member; Michael Kaschak, Committee Member; Rick Wagner, Committee Member. Keyword: Developmental psychology URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A291364/datastream/TN/view/Language%20Minority%20Children%E2%80%99s%20Sensitivity%20to%20the%20Semantic%20Relations%20Between%20Words.jpg http://purl.flvc.org/fsu/fd/FSU_2015fall_Goodrich_fsu_0071E_12830 BASE Hide details 13 Assessment of Preschool Vocabulary: Expressive and Receptive Knowledge of Word Meanings Vinco, Megan H. (authoraut); Lonigan, Christopher J. (professor directing thesis); Kistner, Janet A. (committee member). - : Florida State University BASE Show details 14 The Nature of Morphological Knowledge Muse, Andrea E. (authoraut); Wagner, Richard K. (professor directing dissertation); Wetherby, Amy (outside committee member). - : Florida State University BASE Show details 15 Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children Tannenbaum, Kendra R. (authoraut); Torgesen, Joseph K. (professor directing thesis); Lonigan, Christopher J. (committee member). - : Florida State University BASE Show details 16 A Latent Variable Modeling Approach to the Simple View of Reading Kershaw, Sarah (authoraut); Schatschneider, Christopher (professor directing thesis); Maner, Jon (committee member). - : Florida State University BASE Show details 17 Exploring the Impact of Text Structures on Reading Comprehension Kershaw, Sarah, 1983- (authoraut); Schatschneider, Christopher (professor directing dissertation); Foorman, Barbara (university representative). - : Florida State University BASE Show details 18 What Do Children Know, When They Know a Word? Phythian-Sence, Caroline (authoraut); Wagner, Richard K. (professor directing thesis); Schatschneider, Christopher (committee member). - : Florida State University BASE Show details 19 Comparing Generic and Passage-Specific Assessments of Vocabulary and Fluency as Predictors of Reading Comprehension in Narrative and Expository Passages Priya, Kanu (authoraut); Wagner, Richard K. (professor directing thesis); Kelly, Colleen (committee member). - : Florida State University BASE Show details

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