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O impacto de competências linguísticas e variáveis sociodemográficas na precisão e fluência de leitura em alunos do 1º ciclo do ensino básico
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42 |
Metalinguagem como tecnologia cognitiva em textos de divulgação científica ; Metalanguage as cognitive technology in texts of scientific diffusion
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Silva, Carlos Eduardo da. - : Universidade Tecnológica Federal do Paraná, 2019. : Curitiba, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Estudos de Linguagens, 2019. : UTFPR, 2019
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43 |
Reading the Linguistic Landscape: Fostering Newcomer Children's Language Awareness and Identity Positioning
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44 |
The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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45 |
Phonological awareness and alphabet knowledge in the acquisition of literacy skills
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47 |
Das Potenzial sprachlicher Heterogenität im Literaturunterricht
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48 |
Strategies for multilingual cooperative writing in the German as a second language classroom
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49 |
Effets d’un dispositif plurilingue d’enseignement de l’orthographe grammaticale française sur les apprentissages d’élèves du secondaire en milieu pluriethnique et plurilingue
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50 |
L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
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51 |
Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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57 |
The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language
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Abstract:
The purpose of the study was to investigate the influence of the quantity of adult language input on their deaf and hard-of-hearing preschool children and to explore the effects, if any, on the child’s quantity of language, vocabulary development, and basic concept understanding. Using audio recording and the Language ENvironment Analysis (LENA) software, the study involved 30 preschool children with hearing loss who used spoken language as their communication modality and 7 children with normal hearing. Their language and the language spoken to them in all waking-hours of a two-day period (16 hours per day) were recorded and analyzed quantitatively as adult word counts (AWC), child vocalizations (CVC), and conversational turns (CTC). These components were compared to the child’s performance on the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4) to investigate if the quantity of language input had an effect on the child’s usage of vocabulary and basic concepts. Correlations were found between the amount of adult words, child vocalizations, and conversational turns across weekends and weekdays, but not on BTBC-3 or PPVT-4 scores. Interestingly, there were no significant differences between adult word counts and child vocalizations as a function of the child’s hearing loss, indicating parents of deaf or hard-of-hearing children are using as many words with their children as parents of children with normal hearing. Additionally, scores on the BTBC-3 and PPVT-4 were correlated with each other, but there wasn’t a statistically significant difference between the mean scores for children with normal hearing and the children with hearing loss, indicating both groups scored similarly on the assessment. Results from this study suggest the language used around children impacts their language use and the amount of interactions they have in their environment. This is significant because it identifies the influence of the quantity of adult language input on the child’s language development.
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Keyword:
Deaf children--Language; Deaf children--Means of communication; Language awareness in children; Parent and child; Special education
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URL: https://doi.org/10.7916/D83X9PQC
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58 |
Entwicklung eines Einschätzungstools für das Störungsbewusstsein bei Sprachentwicklungsstörungen ...
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Scharbert, Miriam. - : Universitätsbibliothek der Ludwig-Maximilians-Universität München, 2018
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59 |
Language switching in aviation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Aviation at Massey University, Manawatū, New Zealand
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Consciência fonológica em crianças com perturbações de linguagem: atraso no desenvolvimento da linguagem e perturbação específica do desenvolvimento da linguagem
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