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Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children
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Faciliter les échanges avec les personnes vivant avec un trouble de la communication : une formation pour les chauffeur·e·s de transport adapté
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Développement bilingue de la phonologie chez les enfants allophones d’âge préscolaire
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Comprendre la situation d’interaction entre des personnes vivant avec de l’aphasie et les interlocuteurs non-familiers de leur communauté
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Développement d’une nouvelle thérapie ciblant l’anomie des verbes d’action : validation comportementale et exploration des corrélats neurofonctionnels de ses effets dans les cas d’aphasie
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Corrélats neurofonctionnels des habiletés lexico-sémantiques selon le décours et les expériences de vie
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| 8 |
Assessment, Control and Modification of Oral-nasal Balance in Speech
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| 9 |
The Speech Movement Disorder and its Rehabilitation in Parkinson’s Disease Using Augmented Visual Feedback
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| 10 |
Favoriser l'évolution des pratiques orthophoniques en réadaptation vers la participation sociale des personnes ayant une aphasie
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| 11 |
Babillage et diversification alimentaire : pratiques et influence de l'exposition aux textures sur le contrôle oro-moteur
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| 12 |
Characterizing the Motor Deficits in Children with Specific Language Impairment
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| 13 |
A Mixed Methods Cross-Cultural Investigation of Conversational Turn Taking in Families of Children with Hearing Loss
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| 14 |
In Search of an Effective Method of Measuring Aboriginal Children's Speech and Language Development
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| 15 |
Analyse de l'effet d'âge et du sexe sur l'utilisation des symboles graphiques
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| 16 |
Relations entre les orthophonistes et les proches de personnes aphasiques en contexte de réadaptation
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| 18 |
Multimodal Targets in Speech Production: Acoustic, Articulatory and Dynamic Eevidence from Formant Perturbation
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| 19 |
An Investigation of the Predictors of Emergent Literacy Skills in Junior Kindergarten
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Abstract:
Purpose: The primary aim of this thesis was to examine two aspects of early child development, namely emergent literacy skills and social-behavioural development. An examination of these two aspects of development occurs at the within child-level factor and the within-family level factor. Specifically, we seek to examine the effects of the family literacy environment in predicting 4-year-old children’s emergent literacy skills at entry to Junior Kindergarten. Additionally we seek to examine the interrelationships between children’s social behaviours and phonological awareness skills across the academic year. The final aim was to examine the relationship between teacher report and direct observations of children’s social behaviours. Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low-income neighbourhoods in a large metropolitan city and were assessed at the beginning and end of the Junior Kindergarten year. Family literacy questionnaires were collected at the beginning of the year. All children completed standardized assessments of their expressive vocabulary, non-verbal IQ, and phonological awareness skills. In addition, teachers completed behavioral ratings for all children. Results: The results of hierarchical multiple regression analyses revealed that direct teaching of letters/sounds in the home contributed 8% of the variance in children’s alphabet knowledge. The results also revealed that being excluded by peers at entry to Junior Kindergarten contributed up to 3% of the variance in negatively predicting phonological awareness outcomes at the end of the year. Further, the results revealed that poorer phonological awareness skills at the beginning of the year contributed up to 5% of the variance in predicting children’s preference for solitary behaviours at the end of the year. Finally, significant relationships were found between teacher report and direct observations for certain classroom behaviours. Conclusions: The results of this study suggest that the family literacy environment can play a positive role in children’s acquisition of emergent literacy skills prior to entry into formal schooling. The results also suggest that exclusion by peers may play a negative role in children’s ease of academic skill attainment. Conversely, the results suggest that the academic skill level that children enter into formal schooling with may play a role in their social behavioural competency in a classroom setting.
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Keyword:
0460; Emergent literacy; Social Behaviour
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URL: http://hdl.handle.net/1807/65505
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| 20 |
Relations entre les orthophonistes et les proches de personnes aphasiques en contexte de réadaptation
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