• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher
  • 
    Year
  • 
    Medium:
    
    • Online (29)
    • Print (1)
  • 
    Type
  • 
    BLLDB-Access:
    • free (30)
    • subject to license (1)

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 Page: 1 2 Hits 1 – 20 of 30 1 The writing of African American students (Fitton et al., 2021) ... Fitton, Lisa; Johnson, Lakeisha; Wood, Carla. - : ASHA journals, 2021 BASE Show details 2 The writing of African American students (Fitton et al., 2021) ... Fitton, Lisa; Johnson, Lakeisha; Wood, Carla. - : ASHA journals, 2021 BASE Show details 3 State of the Practice of Team Science in Speech-Language Pathology and Audiology Wood, Carla; Romano, Mollie; Levites Strekalova, Yulia A.... In: J Speech Lang Hear Res (2021) BASE Show details 4 Matthew effects in writing productivity during second grade [<Journal>] Wood, Carla [Verfasser]; Schatschneider, Christopher [Verfasser]; Wanzek, Jeanne [Verfasser] DNB Subject Category Language Show details 5 Average One Year Change in Lexical Measures of Written Narratives for School Age Students WOOD, Carla L.; SCHATSCHNEIDER, Christopher W.; HART, Sara In: Read Writ Q (2019) BASE Show details 6 School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : Figshare, 2018 BASE Show details 7 School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : Figshare, 2018 BASE Show details 8 Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : SAGE Journals, 2018 BASE Show details 9 Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : SAGE Journals, 2018 BASE Show details 10 Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure Wood, Carla L.; Bustamante, Kristina N.; Schatschneider, Christopher... In: Assess Eff Interv (2018) BASE Show details 11 Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples Wood, Carla; Schatschneider, Christopher; Hart, Sara. - 2017 BASE Show details 12 The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators FITTON, LISA; BUSTAMANTE, KRISTINA N.; WOOD, CARLA. - : University Library System, University of Pittsburgh, 2017 BASE Show details 13 Core Vocabulary in Written Personal Narratives of School-Age Children Wood, Carla; Appleget, Allyssa; Hart, Sara. - 2016 BASE Show details 14 Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children McDowell, Stephen D., 1958- (university representative); School of Communication Science and Disorders (degree granting departmentdgg); Tibi, Sana (committee member). - : Florida State University BASE Show details 15 Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement Pilcher, Heather (authoraut); Kim, Young-Suk (professor directing dissertation); Wood, Carla (university representative). - : Florida State University BASE Show details 16 The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators. Bustamante, Kristina N (authoraut); Fitton, Lisa (authoraut); Wood, Carla (authoraut) BASE Show details 17 Common Genetic and Environmental Influences on Reading, Spelling, and Writing for Older Children and Adolescents Diehm, Emily A. (Emily Anne) (authoraut); Wood, Carla (professor directing dissertation); Schatschneider, Christopher (university representative). - : Florida State University BASE Show details 18 Capitalizing on Protective Factors: Establishing a Child and Youth Care Worker-Implemented Language Intervention for Use in Child and Youth Care Centers in South Africa Wood, Carla (professor directing dissertation); McDowell, Stephen D. (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 19 Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills Roehrig, Alysia D., 1975- (committee member); Florida State University (degree granting institution); Tabulda, Galiya A. (authoraut); Department of Educational Psychology and Learning Systems (degree granting departmentdgg); College of Education (degree granting college); Paek, Insu (committee member); Phillips, Beth M. (professor directing dissertation); Wood, Carla (university representative). - : Florida State University Abstract: Children's emergent literacy skills have been found to be predictive of concurrent and subsequent academic achievement. Proponents of a nurture-driven approach to learning posit that children's linguistic competencies are associated with the quantity and richness of language input that they receive from primary caregivers. The primary goal of this study was to investigate the longitudinal relations between the properties of parent language addressed to children when they were 3 years old and children's emergent literacy skills (vocabulary, grammar, and phonological awareness) a year later. This study also examined longitudinal continuity of children's emergent literacy skills and explored how two different types of parent language input (contextualized and decontextualized) predict children's outcomes. Participants included 69 parent-child dyads from diverse socio-economic and ethnic backgrounds. Participants were audio-recorded at home during completion of two semi-structured tasks: conversation about past events and free play. Parent and child verbal communication was transcribed, coded and analyzed. About a year later, participating children were assessed using a battery of standardized tests measuring vocabulary, grammatical skill, and phonological awareness skills. The results indicated that children's early oral language skills, vocabulary in particular, predict their later emergent literacy skills. Parent oral language input, specifically its lexical diversity, predicts later child emergent literacy skills when child prior language is not in the model. Finally, parent language input from different communication contexts did not differentially predict child outcomes. Overall, the findings tentatively supported a nurture-driven account of language acquisition in children and highlight the importance of providing sophisticated language models to children in early stages of language development. ; A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Spring Semester 2017. ; April 4, 2017. ; emergent literacy, language development, language sample analysis, parent language input, standardized assessment, vocabulary skills ; Includes bibliographical references. ; Beth M. Phillips, Professor Directing Dissertation; Carla Wood, University Representative; Alysia Roehrig, Committee Member; Insu Paek, Committee Member. Keyword: Early childhood education; Language and languages; Psychology URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A507728/datastream/TN/view/Role%20of%20Parent%20Oral%20Language%20Input%20in%20the%20Development%20of%20Child%20Emergent%20Literacy%20Skills.jpg http://purl.flvc.org/fsu/fd/FSU_2017SP_Tabulda_fsu_0071E_13743 BASE Hide details 20 Teachers' and Speech-Language Pathologists' Perceptions of and Responses to Students' African American English Use within Academic Settings Hall-Mills, Shannon S. (professor co-directing dissertation); School of Communication Science and Disorders (degree granting departmentdgg); Sunderman, Gretchen L. (university representative). - : Florida State University BASE Show details Page: 1 2

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 1 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 29 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0