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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 Page: 1 2 3 Hits 1 – 20 of 45 1 Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses Abdool-Ghany, Faheema. - 2020 BASE Show details 2 Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses ... Abdool-Ghany, Faheema. - : Columbia University, 2020 BASE Show details 3 Phonological awareness and alphabet knowledge in the acquisition of literacy skills Blaiklock, Kenneth E.. - : The University of Waikato, 2019 BASE Show details 4 Early word learning Westermann, Gert; Mani, Nivedita. - London : Routledge, 2018 MPI für Psycholinguistik Show details 5 The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language Rufsvold, Ronda L.. - 2018 BASE Show details 6 Language in children Clark, Eve V.. - 2017 MPI für Psycholinguistik Show details 7 Language in children Clark, Eve V.. - London : Routledge, 2017 MPI für Psycholinguistik Show details 8 Understanding child language acquisition Rowland, Caroline. - London : Routledge, 2014 MPI für Psycholinguistik Show details 9 Grammaticalization and first language acquisition : crosslinguistic perspectives Bassano, Dominique; Hickmann, Maya. - Amsterdam : Benjamins, 2013 MPI für Psycholinguistik Show details 10 Research methods in child language : a practical guide electronic resource Hoff, Erika. - Malden, Mass. : Wiley-Blackwell, 2012 MPI für Psycholinguistik Show details 11 Research methods in child language : a practical guide Hoff, Erika. - Malden, Mass. : Wiley-Blackwell, 2012 MPI für Psycholinguistik Show details 12 The acquisition of relative clauses : processing, typology and function Kidd, Evan James. - Amsterdam [u.a.] : Benjamins, 2011 MPI-SHH Linguistik Show details 13 The acquisition of relative clauses : processing, typology and function Kidd, Evan. - Amsterdam : Benjamins, 2011 MPI für Psycholinguistik Show details 14 ABC World: Effects on Sight Word Acquisition and Attitudes: An Action Research Study Shope, Tracy H.. - : Valdosta State University, 2011 BASE Show details 15 The impact of a training program in phonological awareness on children's early writing Graham, Christina.. - : Brock University, 2009 BASE Show details 16 The effects of a language intervention program on the phonological and word awareness skills of language-delayed kindergarten children Weir, Donna.. - : Brock University, 2009 BASE Show details 17 Advances in the spoken language development of deaf and hard-of-hearing children Spencer, Patricia E.; Marschark, Marc. - Oxford : Oxford University Press, 2006 MPI für Psycholinguistik Show details 18 Exploring The Facilitating Effect Of Diminutives On The Acquisition of Serbian Noun Morphology Seva, Nada. - : University of Stirling, 2006 BASE Show details 19 Effects of supplemental, small-group instruction on at-risk kindergartners' metalinguistic awareness Reed-Schuster, Teresa L.. - : Northern Illinois University, 2002 Abstract: Includes bibliographical references (pages [122]-135). ; This dissertation sought to determine whether supplemental, small-group instruction would have significant positive effects on at-risk kindergartners' metalinguistic skills, whether growth would be maintained over a 16-week period in which no formal instruction occurred, and the extent to which letter-sound knowledge and phonemic segmentation ability contribute to the task of reading unknown words. Forty-six kindergartners from a small, rural, low-to-middle-class school district were determined to be at-risk for future reading difficulties. Students were pretested in rhyme, letter-sound knowledge, Elision (deletion), sound matching, phonemic segmentation, and nonword decoding. Students were randomly divided into treatment and control groups, which were determined to be statistically equivalent. Treatment group students received 13 hours of supplemental instruction (40 twenty-minute lessons in groups of three) in the metalinguistic skills of rhyme, letter-sound knowledge, sound position, phonemic segmentation, invented spelling, and simple decoding. Control group students received the standard kindergarten literacy curriculum. Posttests in letter-sound knowledge, phonemic segmentation, and nonword decoding were administered immediately following the intervention and 16 weeks later in the fall of the subsequent school year. Analysis of variance (ANOVA) results determined that significant differences existed between the groups' scores in letter-sound knowledge, phonemic segmentation, and nonword decoding immediately following the training. Sixteen weeks later, significant differences continued to exist between the groups' phonemic segmentation and nonword decoding scores; however, the difference in letter-sound knowledge scores was no longer significant. A follow-up analysis was conducted on the growth of the Treatment and Control groups' letter-sound knowledge scores from pretest to posttest 2, and it was determined that a significant, positive effect had been maintained for the Treatment group. A least-squares multiple-regression analysis determined that 58.2% of the variance of nonword decoding scores could be explained by the combined effects of letter-sound knowledge and phonemic segmentation ability. Conclusions of this study were that supplemental, small-group instruction can significantly raise at-risk students' knowledge of letters and sounds, phonemic awareness, and initial decoding skills. These gains were maintained over summer break. Two of the major components of the intervention, instruction in letters and sounds and phonemic segmentation, were found to contribute heavily to a beginning reader's ability to decode unknown words. Implications include the possible identification and acceleration of at-risk students' early literacy knowledge for the purpose of preventing future reading disabilities. In addition, existing support staff in small districts can be trained and utilized to provide effective early intervention to at-risk kindergartners. ; Ph.D. (Doctor of Philosophy) Keyword: Children--Language; English language--Remedial teaching; Language awareness in children URL: https://commons.lib.niu.edu/handle/10843/24187 BASE Hide details 20 Teaching children to use metalanguage : what they say they know Quinn, Marie. - 2002 BASE Show details Page: 1 2 3

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