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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 Hits 1 – 8 of 8 1 Effects of Home Language, Oral Language Skills, and Cross-Linguistic Phonological Abilities on Whole-Word Proximity in Spanish-English–Speaking Children Scarpino, Shelley E.; Hammer, Carol Scheffner; Goldstein, Brian. - : American Speech-Language-Hearing Association, 2019 BASE Show details 2 Analysis of Bilingual Children’s Performance on the English and Spanish Versions of the Woodcock-Muñoz Language Survey-R (WMLS-R) Sandilos, Lia E.; Lewis, Kandia; Komaroff, Eugene. - 2015 BASE Show details 3 Predicting Spanish–English Bilingual Children’s Language Abilities Hammer, Carol Scheffner; Komaroff, Eugene; Rodriguez, Barbara L.. - 2012 BASE Show details 4 Predicting bilingual Spanish-English children's phonological awareness abilities from their preschool English and Spanish oral language Davison, Megan Dunn; Lawrence, Frank R.; Scarpino, Shelley E.... In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 77-93 BLLDB OLC Linguistik Show details 5 Predicting bilingual Spanish–English children’s phonological awareness abilities from their preschool English and Spanish oral language Scarpino, Shelley E.; Lawrence, Frank R.; Davison, Megan D.; Hammer, Carol S.. - 2011 Abstract: This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish–English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children’s 2 years in Head Start for a total of four measurement occasions. Phonological awareness was assessed during the spring of children’s kindergarten year. Results indicated that English receptive vocabulary at the end of preschool predicted English phonological awareness abilities in kindergarten, whereas Spanish vocabulary was observed to have a negative predictive relationship with children’s English phonological awareness abilities. However, after controlling for English vocabulary, Spanish vocabulary no longer had an effect on English phonological awareness. Broad receptive language abilities in English and Spanish did not predict later English phonological awareness skills. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3524584 http://www.ncbi.nlm.nih.gov/pubmed/23258945 https://doi.org/10.1111/j.1467-9817.2010.01488.x BASE Hide details 6 Phonological analysis, phonological processes Miccio, Adele W.; Scarpino, Shelley E. In: The handbook of clinical linguistics (Oxford, 2008), p. 412-422 MPI für Psycholinguistik Show details 7 Phonological analysis, phonological processes Miccio, Adele Whiting; Scarpino, Shelley E. In: The handbook of clinical linguistics. - Malden, Mass. [u.a.] : Blackwell (2008), 412-422 BLLDB Show details 8 Measures of vocal F0 from continuous speech samples : an interprogram comparison Awan, Shaheen N.; Scarpino, Shelley E. In: Journal of speech-language pathology and audiology. - Hamilton, Ont. : Association 28 (2004) 3, 122-131 BLLDB Show details

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