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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 – 10 of 10 1 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 2 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 3 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 4 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 5 Examining Oral Reading and Reading Comprehension in Aphasia School of Communication Science and Disorders (degree granting departmentdgg); Dobrowolski, Cathryn Elizabeth (author); College of Communication and Information (degree granting college). - : Florida State University BASE Show details 6 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). - : Florida State University BASE Show details 7 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); Wagner, Richard K. (committee member); Department of Psychology (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: Vocabulary knowledge is a critical aspect to an individual's ability to read, communicate, and acquire new knowledge. Deficits in vocabulary knowledge, which may appear as early as one year of age, are long-lasting and are associated with a number of negative academic outcomes (e.g., Biemiller & Slonim, 2001; Beitchman, Jiang, Koyama, Johnson, Escobar, Atkinson, Brownlie, & Vida, 2008.; Pearson, Hiebert, & Kamil, 2007). Understanding the developmental trajectory of vocabulary acquisition may permit early, targeted intervention to reduce or prevent costly vocabulary deficits. Current work on vocabulary acquisition calls for better understanding of what words children know, when children will learn certain words, and how well those words will be known. Biemiller and Slonim's work (2001) laid promising groundwork for answering such question in their examination of root word vocabulary knowledge and the evidence for sequential order in word acquisition in children grades K-6. The current study sought to explore the depth and breadth of preschool vocabulary knowledge by extending the work of Biemiller and Slonim to a non-reading preschool sample. Preschool children ages 3-5 were evaluated using the newly developed Preschool Assessment of Vocabulary: Expressive and Receptive (PAVER); this measure is unique in that it tests the same vocabulary word in both the expressive and receptive format. The findings of the study indicate that expressive and receptive approaches to vocabulary assessment are not interchangeable; both approaches were significantly associated with children's emergent literacy skill. ; A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. ; Fall Semester, 2013. ; August 6, 2013. ; Child Development, Emergent Literacy, Language Assessment, Vocabulary ; Includes bibliographical references. ; Christopher J. Lonigan, Professor Directing Thesis; Janet A. Kistner, Committee Member; Richard K. Wagner, Committee Member. Keyword: Neurosciences; Psychology URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-8652 http://diginole.lib.fsu.edu/islandora/object/fsu%3A185179/datastream/TN/view/Assessment%20of%20Preschool%20Vocabulary.jpg BASE Hide details 8 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 9 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 10 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

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