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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 Hits 1 – 20 of 22 1 The effects of dialect awareness instruction on nonmainstream American English speakers [<Journal>] Johnson, Lakeisha [Verfasser]; Terry, Nicole Patton [Sonstige]; Thomas-Tate, Shurita [Sonstige]. DNB Subject Category Language Show details 2 Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael. - 2014 BASE Show details 3 Acquisition of initial mental graphemic representations by children at risk for literacy development Wilson-Fowler, Elizabeth B.; Brimo, Danielle; Apel, Kenn... In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 33 (2012) 2, 365-391 BLLDB OLC Linguistik Show details 4 The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry Hernandez, Miriam; Folsom, Jessica S.; Otaiba, Stephanie Al. - 2012 BASE Show details 5 Acquisition of initial mental graphemic representations by children at risk for literacy development Apel, Kenn; Thomas-Tate, Shurita; Wilson-Fowler, Elizabeth B.... In: Faculty Publications (2012) BASE Show details 6 Examining relationships among dialect variation, literacy skills, and school context in first grade Terry, Nicole Patton; Connor, Carol McDonald; Thomas-Tate, Shurita... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 53 (2010) 1, 126-145 BLLDB Show details 7 Morphological awareness skills of fourth-grade African American students Apel, Kenn; Thomas-Tate, Shurita In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 3, 312-324 BLLDB OLC Linguistik Show details 8 Performance of African American preschool and kindergarten students on the expressive vocabulary test Washington, Julie A.; Thomas-Tate, Shurita; Packard, Mary E. W.... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 37 (2006) 2, 143-149 BLLDB OLC Linguistik Show details 9 Comparing two methods of teaching phonological awareness to low-income African American first-graders / Thomas-Tate, Shurita In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402544591357 (2002) BASE Show details 10 Facilitating Vocabulary Acquisition of Young English Language Learners Lonigan, Christopher (committee member); Lugo-Neris, Mirza J. (authoraut); Thomas-Tate, Shurita (committee member). - : Florida State University BASE Show details 11 The Impact of Dialect Use, Executive Functioning, and Metalinguistic Awareness on Dialect Awareness Johnson, Lakeisha (authoraut); Apel, Kenn (professor directing dissertation); Wagner, Richard (university representative). - : Florida State University BASE Show details 12 Effects of Interactive Storybook Reading on the Morphosyntactic Development of Preschool Children from Low-Income Environments Bass, Lori Ann (authoraut); Goldstein, Howard (professor directing dissertation); Connor, Carol M. (outside committee member). - : Florida State University BASE Show details 13 Non-Mainstream American English and First Grade Children's Language and Reading Skills Growth Conlin, Catherine Ross (authoraut); Goldstein, Howard (professor co-directing dissertation); Connor, Carol (professor co-directing dissertation). - : Florida State University BASE Show details 14 Predicting Kindergarten Reading Outcomes from Initial Language and Literacy Skills: Does Dialect Density Matter? Hernandez, Miriam B. (authoraut); Al Otaiba, Stephanie Dent (professor directing thesis); Connor, Carol (committee member). - : Florida State University BASE Show details 15 Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade Al Otaiba, Stephanie Dent (authoraut); Connor, Carol McDonald (authoraut); Lonigan, Christopher J. (authoraut). BASE Show details 16 Influence of Morphological Awareness on College Students' Literacy Skills: A Path Analytic Approach Apel, Kenn (professor directing dissertation); Al Otaiba, Stephanie Dent (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 17 Differences in Morphological Awareness Skills Between Children with Phonological Impairment and Children with Typical Development Lawrence, Jessika Michelle (authoraut); Apel, Kenn (professor directing dissertation); Lang, Laura (outside committee member). - : Florida State University BASE Show details 18 Linguistic Feature Development in Elementary Writing: Analysis of Microstructure and Macrostructure Features in a Narrative and an Expository Genre Hall-Mills, Shannon S. (authoraut); Apel, Kenn (professor directing dissertation); Foorman, Barbara (university representative); Scott, Lisa (committee member); Thomas-Tate, Shurita (committee member); School of Communication Science and Disorders (degree granting department); Florida State University (degree granting institution). - : Florida State University Abstract: The purpose of this study was to examine multiple dimensions of written language produced by eighty-nine children in grades 2, 3, and 4 in narrative and expository writing samples. Two written composition samples were collected from students exhibiting typical development in second, third, and fourth grades using one narrative and one expository writing prompt via a scripted, generated elicitation method. Additionally, participants completed group-administered, norm-referenced measures of receptive vocabulary, word level reading, and reading comprehension. The writing samples were transcribed into Systematic Analysis of Language Transcripts (SALT; Miller & Chapman, 2005), coded, and analyzed for developmental progression of linguistic elements represented by the five factors of productivity, grammatical complexity, grammatical accuracy, lexical diversity, and macrostructure. Reading comprehension scores were used as covariates in the multivariate analyses of variance. Results indicated that levels of productivity and macrostructure increased steadily with age. Across the narrative and expository samples examined, levels of productivity were highly correlated and nearly equivalent within each grade, whereas a trend was noted for levels of macrostructure in the expository genre to increase more sharply from second to third grade than in the narrative genre. There was a grade effect for grammatical complexity in the expository genre, whereas there were no significant differences between grade levels for narrative grammatical complexity. Interestingly, the second graders scored higher than the third and fourth graders on measures of grammatical complexity (especially MLTu) in their expository samples. Comparison of grammatical complexity levels across genres revealed a small, negative correlation across all three grade levels. No grade level differences were detected for grammatical accuracy and lexical diversity in either genre; although, there was a trend for fourth graders to produce a higher number of grammatical errors than second and third graders. Students in each grade performed similarly regardless of genre type on measures of grammatical accuracy and lexical diversity. Relations among measures of microstructure and macrostructure were revealed between productivity and macrostructure in both genres and between macrostructure and grammatical accuracy in the expository genre. Inter-correlations of measures within grade level are discussed. There were no significant effects of ethnicity, socioeconomic status, or gender on writing outcomes. Interestingly, trade-offs in performance on certain linguistic features appeared to occur for second and fourth graders. Results of this study suggest that variables of written microstructure and macrostructure were sensitive to grade and genre level differences, that productivity (a measure of microstructure), and macrostructure were related in both genres for all three grade levels, and that one cannot assume the older students will outperform younger students on all measures. This latter finding was thought to be due to a trade-off between linguistic and cognitive demands for second and fourth graders. Consequently, future research needs to establish these trade-off trends occur in larger samples and examine the effects of different academic contexts (e.g., variable elicitation techniques, discourse structures, content specific assignments) on this phenomenon. The findings of this investigation are discussed in light of grade level standards for writing and the identification of students with writing difficulties. Multiple suggestions are presented for educational implications of the results, and specific directions provided for future research. ; A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Spring Semester, 2010. ; November 13, 2009. ; Writing, Writing Development, Microstructure, Macrostructure, Linguistic Feature Analysis ; Includes bibliographical references. ; Kenn Apel, Professor Directing Dissertation; Barbara Foorman, University Representative; Lisa Scott, Committee Member; Shurita Thomas-Tate, Committee Member. Keyword: Communication; Communicative disorders URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A182464/datastream/TN/view/Linguistic%20Feature%20Development%20in%20Elementary%20Writing.jpg http://purl.flvc.org/fsu/fd/FSU_migr_etd-4317 BASE Hide details 19 Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade. Kim, Young-Suk (authoraut); Al Otaiba, Stephanie (authoraut); Kaschak, Michael (authoraut). BASE Show details 20 The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Ortiz, Miriam (authoraut); Folsom, Jessica S (authoraut); Al Otaiba, Stephanie (authoraut). BASE Show details Page: 1 2

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