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LOGICAL PROBLEM OF LANGUAGE ACQUISITION: A REVIEW OF THE NEGATIVE EVIDENCE ISSUE
Watkins, Ruth V.. - : Mid-America Linguistics Conference, 2017. : University of Kansas, 2017
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2
Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-age African American Children
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3
Learning word meanings during reading by children with language learning disability and typically-developing peers
In: Clinical linguistics & phonetics. - London : Informa Healthcare 24 (2010) 7, 520-539
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4
The impact of prematurity on language skills at school age
Smith, Jamie M.. - 2010
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5
Oral Narration of African American Students in General and Gifted Education Programs
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6
Subtyping stuttering, 2 : contributions from language and temperament
In: Journal of fluency disorders. - New York, NY : Elsevier 32 (2007) 3, 197-217
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7
Measuring word learning: dynamic versus static assessment of kindergarten vocabulary
In: Journal of communication disorders. - New York, NY : Elsevier 40 (2007) 5, 335-356
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8
Subtyping Stuttering II: Contributions from Language and Temperament
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9
Language abilities and nonverbal IQ in children with language impairment : inconsistency across measures
In: Clinical linguistics & phonetics. - London : Informa Healthcare 20 (2006) 9, 641-658
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10
Bimodal bilingual language-development in a hearing child of deaf parents
Johnson, Jeanne M.; Watkins, Ruth V.; Rice, Mabel L.. - : CAMBRIDGE UNIVERSITY PRESS, 2006
Abstract: This study examined the spoken English development of a hearing child of deaf parents who used American Sign Language (ASL). The child first learned ASL in interactions with his parents and later developed spoken English outside the home environment. It was hypothesized that the child's acquisition of spoken English would systematically reflect both expected monolingual developmental patterns and interlinguistic transfer. Four areas of mismatch between ASL and spoken English were identified. Language sample data from ages 2;9-5;2 were examined for evidence to evaluate the hypotheses. Features that reflected the simultaneous versus sequential mismatch between ASL and English, undifferentiated versus differentiated aspects, free versus bound morpheme mechanisms, and word-order differences provided evidence of ASL influence on spoken English acquisition. Although not extensive, ASL appears to have exerted consistent influence on several areas of the child's spoken English development.
URL: http://journals.cambridge.org/action/displayJournal?jid=APS
http://hdl.handle.net/1808/834
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11
Clinical Exchange - Preschool Teachers' Perceptions and Reactions to Challenging Classroom Behavior: Implications for Speech-Language Pathologists
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 36 (2005) 2, 139-151
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12
You Gotta Have Friends: An Analysis of Social Relations in Preschool Children With Speech and Language Impairment
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13
Assessing Word Learning: The Use of Dynamic Measures
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14
Clinical Forum - Language Abilities in Children Who Stutter: Toward Improved Research and Clinical Applications
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 35 (2004) 1, 82-89
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15
Clinical forum: What child language research may contribute to the understanding and treatment of stuttering
Weiss, Amy L. (Mitarb.); Ratner, Nan Bernstein (Mitarb.); Hall, Nancy E. (Mitarb.)...
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 35 (2004) 1, 30-92
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16
The Growth of Early Phonological and Lexical Development: A Longitudinal Investigation
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17
Language and IQ in Children With Language Impairment
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18
Clinical Exchange - Listeners' Perceptions of Language Use in Children
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 32 (2001) 3, 142-148
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19
Listeners' perceptions of language use in children
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 32 (2001) 3, 142-148
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20
Early childhood stuttering III : initial status of expressive language abilities
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 42 (1999) 5, 1125-1135
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