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Saying 'no' in emails in Mandarin Chinese and Australian English
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Li, W. - : De Gruyter Mouton, 2022
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| 2 |
Bilingual advantages in executive functioning: Evidence from a low-income sample
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In: FIRST LANGUAGE, vol 41, iss 6 (2021)
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| 3 |
Stem similarity modulates infants' acquisition of phonological alternations.
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| 4 |
Playing With Unicorns: AI Dungeon and Citizen NLP
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In: Digital Humanities Quarterly, vol 14, iss 4 (2021)
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| 5 |
Narrative story stem methodologies: Use and utility of quantitative and qualitative approaches across the lifespan
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In: Narrative Inquiry, vol 31, iss 1 (2021)
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| 7 |
Into the Real World: Autonomous and Integrated Chinese Language Learning Through a 3D Immersive Experience
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| 9 |
Comparison of reported main COVID-19 information sources in national and culturally and linguistically diverse communities in Australia
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| 10 |
A New Greek Grammar for Students and Teachers
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In: Mnemosyne, vol 73, iss 3 (2020)
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| 11 |
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children.
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In: Journal of deaf studies and deaf education, vol 25, iss 3 (2020)
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Abstract:
We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children's language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Overall, children showed delays in language and reading compared to norms established for hearing children. For language, vocabulary standard scores were higher than for English syntax. Although delayed in language, children made expected gains based on hearing norms from kindergarten to second grade. Reading scores declined from kindergarten to second grade. Spoken-only and bimodal children had similar word reading and reading comprehension abilities and higher scores than sign-only children. Spoken-only children had better spoken phonological awareness and nonword reading skills than the other two groups. The sign-only and bimodal groups made similar and significant gains in ASL syntax and fingerspelling phonological awareness.
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Keyword:
Basic Behavioral and Social Science; Behavioral and Social Science; Clinical Research; Communication and Culture; Ear; Education; Language; Pediatric; Speech-Language Pathology & Audiology
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URL: https://escholarship.org/uc/item/63c789xf
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| 12 |
IN MEMORIAM JOHN J. OHALA (1941-2020)
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In: JOURNAL OF THE INTERNATIONAL PHONETIC ASSOCIATION, vol 50, iss 3 (2020)
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| 13 |
The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.
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In: Reading and writing, vol 33, iss 3 (2020)
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| 14 |
Communication efficiency of color naming across languages provides a new framework for the evolution of color terms.
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In: Cognition, vol 195 (2020)
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| 15 |
Effects of vowel coproduction on the timecourse of tone recognition
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| 16 |
The inconspicuous substratum : Indigenous Australian languages and the phonetics of stop contrasts in English on Croker Island
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| 19 |
East-Asian philosophical concepts as analytical framework for interpreting non-western images in children's picturebooks
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| 20 |
Examining the role of the learner and the teacher in language learning motivation
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