• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Hasson, N. (7)
    • Camilleri, B. (3)
    • Dodd, B. (3)
    • Botting, N. (2)
    • Arosio, F. (1)
    • Bianco, G. (1)
    • Guasti, M. T. (1)
    • Jones, C. (1)
    • Smith, J. (1)
    • White, M. J. (1)
  • 
    Year:
    
    • 2021 (1)
    • 2014 (2)
    • 2013 (1)
    • 2012 (1)
    • 2011 (1)
    • 2010 (1)
  • 
    Medium
  • 
    Type
  • 
    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 Two clinical markers for DLD in monolingual Italian speakers: what can they tell us about second language learners with DLD? Hasson, N.; Camilleri, B.; Arosio, F.. - : Taylor & Francis, 2021 BASE Show details 2 Dynamic Assessment of bilingual children’s language at the point of referral Dodd, B.; Hasson, N.; Camilleri, B.. - 2014 BASE Show details 3 Planning intervention using dynamic assessments: A case study Hasson, N.; Dodd, B.. - : Sage Publishers, 2014 BASE Show details 4 Discriminating disorder from difference using dynamic assessment with bilingual children Smith, J.; Dodd, B.; Hasson, N.; Camilleri, B.; Jones, C.. - : SAGE, 2013 Abstract: The DAPPLE (Dynamic Assessment of Preschoolers’ Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of these children are likely to have a core language learning difficulty. Clinicians need to be able to distinguish disorder from difference due to a child’s language learning context. The assessment used a test–teach–test format to examine children’s ability to learn vocabulary, sentence structure and phonology. The assessment, which takes less than 60 minutes to administer, was given to 26 children who were bilingual: 12 currently on a speech and language therapy caseload and 14 children matched for age and socio-economic status who had never been referred to speech and language therapy. The DAPPLE data clearly discriminated the two groups. The caseload group required a greater amount of prompting to identify targeted words in the receptive vocabulary assessment and performed less well in the post-teaching expressive component. For sentence structure, the caseload group required more cues to acquire the targeted clause elements in the teaching phase. The caseload group made more phoneme errors at the initial and final assessments than the controls, and the type of errors made differed. Teaching resulted in greater positive change in percent phonemes correct for the caseload participants. Qualitative analyses of individual children’s performance on the DAPPLE suggested that it has the potential to discriminate core language deficits from difference due to a bilingual language learning context. Future directions for development of the test are considered. Keyword: P Philology. Linguistics URL: https://doi.org/10.1177/0265659012459526 http://clt.sagepub.com/ https://openaccess.city.ac.uk/id/eprint/3330/1/Discriminating%20disorder%20from%20difference%20using%20dynamic%20assessment%20with%20bilingual%20children.pdf https://openaccess.city.ac.uk/id/eprint/3330/ BASE Hide details 5 Dynamic Assessment of Sentence Structure (DASS): design and evaluation of a novel procedure for the assessment of syntax in children with language impairments Botting, N.; Hasson, N.. - : Wiley Blackwell, 2012 BASE Show details 6 Dynamic Assessment and Informed Intervention for Children with Language Impairment Hasson, N.. - 2011 BASE Show details 7 Dynamic assessment of children with language impairments: A pilot study Hasson, N.; Botting, N.. - : SAGE, 2010 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