• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Luk, Gigi (7)
    • Nelson, Charles A. (2)
    • Rowe, Meredith L. (2)
    • Uccelli, Paola (2)
    • Choi, Boin (1)
    • Christodoulou, Joanna (1)
    • Curenton, Stephanie M. (1)
    • De Smedt, Bert (1)
    • Edwards, Laura Ann (1)
    • Grotzer, Tina A. (1)
    •   more
  • 
    Year
  • 
    Medium:
    
    • Online (7)
  • 
    Type:
    
    • Book (7)
  • 
    BLLDB-Access:
    • free (7)
    • subject to license (0)

Search in the Catalogues and Directories

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 – 7 of 7 1 Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development Surrain, Sarah Huckabay. - 2021 BASE Show details 2 Home language at school: Crosslinguistic sentence integration supports second language comprehension of oral and written school-based discourse Leon Guerrero, Sibylla. - 2021 BASE Show details 3 Distinguishing Difficulty From Disability: Next Steps in Improving the Identification of Reading Disabilities in English Learners Mesite, Laura. - 2020 Abstract: English Learners (ELs) comprise approximately 10% of the U.S. public school population and face the daily challenge of acquiring skills and content in a developing second language. These students often experience difficulties with reading comprehension, even after acquiring a high level of conversational English and adequate word-level reading skills. Given that a majority of disciplinary content is learned through reading, ELs are at risk of school failure since English is the major instructional language in public schools. Those adequately supported through second language services have the potential to achieve academic success. However, like their English-proficient peers, a portion of ELs need additional support when they struggle with learning due to a reading disability (RD). Nevertheless, it is especially challenging to identify RDs in this population, as practitioners must rule out second language acquisition, cultural misunderstandings, inadequate instruction, and socioeconomic disadvantage as primary sources of reading difficulties. This thesis aims to contribute to the body of literature that addresses this challenge. The first study utilizes an online survey of 598 school- and clinic- based practitioners from across the U.S. to provide a descriptive investigation of the current roles of professionals in the identification process; range of assessments and methods used; and reported barriers to accurate and timely identification. Findings suggest that there is extensive variability in the methods involved, but insufficient training, bilingual practitioners, and valid and reliable assessments for ELs are major professional barriers. The second study compares behavioral (n=76) and neural (n=46) measures of reading processes among adolescents who are Spanish-speaking ELs, Spanish-English bilinguals, typically-developing monolingual English speakers, or monolingual English speakers with an RD. While typically- developing monolingual and bilingual adolescents generally demonstrated adequate reading skills in English, ELs and monolinguals with an RD demonstrated difficulties across a variety of English word reading measures. ELs also demonstrated substantially lower performance than all other groups on measures of English vocabulary and reading comprehension despite adequate performance on these measures in Spanish. Generally, participants shared similar neural correlates of component word reading processes in English. Taken together, this dissertation aims to provide a foundation for future research on this important topic. ; Human Development and Education Keyword: English Learners; fMRI; reading; reading disabilities; special education URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364527 BASE Hide details 4 Early Behavioral and Environmental Predictors of Language Skills in Infants at High and Low Risk for Autism Spectrum Disorder Choi, Boin. - 2019 BASE Show details 5 Identifying Predictors of Academic Writing in English as a Foreign Language: A Study on Early Adolescents in Korea and China Jo, Claire W.. - 2017 BASE Show details 6 More Than Just Symbols: Mental and Neural Representations Related to Symbolic Number Processing in Mathematics Pollack, Courtney. - 2016 BASE Show details 7 Neural Precursors of Language in Infants at High Risk for Autism Spectrum Disorder Edwards, Laura Ann. - 2015 BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 7 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0