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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 – 9 of 9 1 Equivalence of picture sets for eliciting stories from preschool children Dumbrell, Kate; Hornby, Bryn; Stephenson, Kayla. - 2016 BASE Show details 2 Contrasting the oral and written narratives of six- and eight-year-old Canadian children Dimitrijevic Savic, Jovana; Howell, Heather; Schneider, Phyllis. - 2016 BASE Show details 3 What’s in an Error? Development of an Error Taxonomy for Phonological Awareness Williamson, Robert; Fung, Jennifer; Annable, Caitlin. - 2013 BASE Show details 4 What’s in an Error? Development of an Error Taxonomy for Phonological Awareness Annable, Caitlin; Fung, Jennifer; Williamson, Robert. - : University of Alberta, 2013 BASE Show details 5 Comparing the Children’s Communication Checklist to Standardized Tests: Results from School-age Children Adopted from Haiti Kelso, Kaali. - 2012 Abstract: Although research into the language development of children who were internationally adopted is growing, the body of work continues to show mixed results. Part of the difficulty of determining if children who were adopted internationally are at risk for having a language delay is establishing the best way to assess these children. Studies have varied in the tools they use and the populations to which they compare the children. This project analysed the language scores of 13 school-age children who were previously assessed by Bylsma et al. (2011) using a battery of standardized tests. Their results on the Children’s Communication Checklist – Second Edition (CCC-2), a parent report measure, were compared to their scores on the Clinical Evaluation of Language Fundamentals – Fourth Edition (CELF-4). Although the individual subtests on the assessment were not correlated, the overall structural language composites of the CCC-2 and the CELF-4 were moderately correlated. The CCC-2 and the CELF-4 did not always identify the same children as having language abilities that were of clinical concern. Two possible explanations are the small sample size and the different components of language measured by the CELF-4 and the CCC-2. Ideally, assessment of children who were adopted internationally should include both parent reports, such as the CCC-2, and standardized tests. Keyword: Adopted children; Assessing language; Children's Communication Checklist - 2nd Edition (CCC-2); Clinical Evaluation of Language Fundamentals - 4th Edition (CELF-4); Haiti; Standardized tests URL: https://doi.org/10.7939/R3HX1655B https://era.library.ualberta.ca/items/4b271d83-27b5-4bb2-bce8-4d7b65f0e0a1 BASE Hide details 6 “There’s an app for that”: Clinician perspectives on the iPad as an intervention tool for children Conley, Robyn; O'Brien, Colleen; Hanson, Karly. - 2012 BASE Show details 7 “There’s an app for that”: Clinician perspectives on the iPad as an intervention tool for children Conley, Robyn; Fournier, Angèle; Hanson, Karly. - : University of Alberta, 2012 BASE Show details 8 Reliability of Online Scoring of First Mentions in the Edmonton Narrative Normative Instrument Abraham, Sandia; Shaw, Kendra. - : University of Alberta, 2011 BASE Show details 9 Reliability of Online Scoring of First Mentions in the Edmonton Narrative Normative Instrument Abraham, Sandia; Shaw, Kendra. - 2011 BASE Show details

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