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NC DOCKS at The University of North Carolina at Greensboro (13)
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Simple Search
Hits 1 – 13 of 13
1
Teacher support for language development and content mastery in English learning Students with Interrupted Formal Education (SIFE)
Hayes, Mayra I.
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2019
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2
A favor de SA: el efecto de una estancia en el extranjero en la motivación lingüística y la adquisición de segunda lengua a largo plazo
Allen, Veronica M.
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2018
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3
Neonatal feeding skills in preterm infants and the relationship to speech and expressive language skills at approximately ten years of age
Mabe, Betty
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2016
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4
The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays
Barker, Ayrora Fain
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2016
Abstract:
Being able to communicate one’s wants and needs is an essential step in typical language development. However, children with diagnosed language delays, which constitute approximately 5–10% of children under three years, may reach this step later than typically developing children. According to Rossetti (2001), communication skills are the most highly correlated to future school performance than any other. The use of infant signing, a form of intentional symbolic gesturing, has been shown to support children’s development in multiple domains for both typically developing children and children with disabilities (e.g., DiCarlo et al., 2001; Goodwyn et al., 2000; Thompson et al., 2007). However, there is limited research showing the effects of infant signs on young hearing children’s communication skills (Vallotton, 2011c; Wijkamp, Gerritsen, Bonder, Haisma, & van der Schans, 2010). The current study examined the potential effects of an infant signing intervention program on children’s communication skills, both verbal and sign usage. The researcher conducted a single subject, multiple probe research design across three children (ages 12 to 36 months) with diagnosed language delays to study their communication skills before and after the signing intervention. A pre- and post-study child language inventory supported with qualitative data collection methods was used as well. Results suggest an increase in communication attempts via both spoken and manually signed words after a primary caregiver-implemented infant signing intervention. Implications of these results are also discussed.
Keyword:
Language acquisition $x Parent participation
;
Language disorders in children
;
Nonverbal communication in children
;
Sign language $x Study and teaching (Early childhood)
;
Toddlers $x Language
URL:
http://libres.uncg.edu/ir/uncg/f/Barker_uncg_0154D_11878.pdf
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5
The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder
Massey, Sara Miller
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NC DOCKS at The University of North Carolina at Greensboro
. - 2016
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6
Emergent literacy interactions between parents of Latino heritage and their preschool children with speech or language impairments
Grace, Sheryl H.
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NC DOCKS at The University of North Carolina at Greensboro
. - 2015
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7
Investigating gene–environment interaction as a contributor to language performance.
NC DOCKS at The University of North Carolina at Greensboro
;
Simone, Laura E.
. - 2010
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8
The experiences of english language learners with disabilities: a comparative analysis
Money, Kimberly W.
;
NC DOCKS at The University of North Carolina at Greensboro
. - 2010
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9
Effect of music instruction on language development of preschool children
Crosswhite, Jeanette E.
;
NC DOCKS at The University of North Carolina at Greensboro
. - 1996
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10
From paradigm to K Mart : an alternative approach to teaching students with severe mental retardation
NC DOCKS at The University of North Carolina at Greensboro
;
Shaw, Dennis George
. - 1992
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11
Stimulus equivalence and language development in children
NC DOCKS at The University of North Carolina at Greensboro
;
Devany, Jeanne Marie
. - 1985
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12
The language use and language development of blind and sighted preschool children
Kayler, Claudette Taylor
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NC DOCKS at The University of North Carolina at Greensboro
. - 1983
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13
The effects of extralinguistic control of comprehension and production in the non-fluent child
Hoenigmann, Natalia Maria
;
NC DOCKS at The University of North Carolina at Greensboro
. - 1976
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