1 |
Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Language-general auditory-visual speech perception : Thai-English and Japanese-English McGurk effects
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Language-General Auditory-Visual Speech Perception: Thai-English and Japanese-English McGurk Effects
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Who to Refer for Speech Therapy at 4 Years of Age Versus Who to "Watch and Wait"?
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Better in both? bilingual intervention in an Australian school context
|
|
|
|
Abstract:
This study evaluated a bilingual intervention in the key learning area of mathematics. Nine typically developing Samoan-English students received math lessons in both Samoan and English. A control group of Samoan-English students received all lessons in English. The material covered and the amount of instruction was the same for each group. The only difference was in the language of instruction. Two assessments measured progress in early mathematical skills and concept development. Initial data from each test in isolation indicated no additional benefit for students who received bilingual intervention. Further analysis revealed two interesting patterns of learning between tests. First, all students more easily acquired rote mathematical skills and knowledge than conceptual knowledge and its associated vocabulary. Second, there were differences in patterns of learning between groups. The control group acquired mathematical skills but made limited progress acquiring conceptual knowledge. In contrast, the intervention group demonstrated more balanced learning: acquisition of core math skills was matched by gains in conceptual development. We propose that bilingual intervention facilitated English word learning, producing improved learning of core skills linked to underlying conceptual knowledge.
|
|
Keyword:
Bilingual education; Bilingualism; Intervention; Learning; Mathematical concepts; Mathematics; Samoan; Vocabulary
|
|
URL: https://espace.library.uq.edu.au/view/UQ:336946
|
|
BASE
|
|
Hide details
|
|
9 |
Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: a longitudinal study
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Identifying language difference versus disorder in bilingual children
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Conceptual distance and word learning: patterns of acquisition in Samoan-English bilingual children
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Early lipreading ability and speech and language development of hearing-impaired pre-schoolers
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Vocabulary learning strategies among adult learners of Spanish as a foreign language
|
|
|
|
BASE
|
|
Show details
|
|
|
|