Relevant bibliographies by topics / Aural/oral performance of children

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Academic literature on the topic 'Aural/oral performance of children'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Aural/oral performance of children"

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Ching, Teresa Y. C., and Mandy Hill. "The Parents' Evaluation of Aural/Oral Performance of Children (PEACH) Scale: Normative Data." Journal of the American Academy of Audiology 18, no. 03 (March 2007): 220–35. http://dx.doi.org/10.3766/jaaa.18.3.4.

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The Parent's Evaluation of Aural/Oral Performance of Children (PEACH) was developed to evaluate the effectiveness of amplification for infants and children with hearing impairment by a systematic use of parents' observations. The PEACH was administered to 180 parents (one parent of each of 90 children with normal hearing that ranged in age from 0.25 to 46 months, and 90 children with hearing impairment that ranged in age from 4 months to 19 years). The internal consistency reliability was 0.88, and the test-retest correlation was 0.93. Normative data are presented to enable performance of children with hearing impairment to be related to their normally hearing peers and/or other children with similar degrees of hearing loss. Ninety and ninety-five percent critical differences are presented to facilitate evaluation of differences between scores obtained under different conditions for the same individual. The PEACH can be used with infants as young as one month old and with school-aged children who have hearing loss ranging from mild to profound degree. La Escala de Evaluación de los Padres sobre el Desempeño Auditivo/Oral Infantil (PEACH) fue desarrollada para evaluar la efectividad en la amplificación de infantes y niños con trastornos auditivos, haciendo uso sistemático de las observaciones de los padres. Se administró el PEACH a 180 padres (un progenitor por cada 90 niños con audición normal en edades entre 0.25 y 46 meses, y por cada 90 niños con hipoacusia en edades entre los 4 meses y los 19 años). La confiabilidad en la consistencia interna fue 0.88, y la correlación test-retest fue 0.93. Se presentan los datos normativos para establecer la relación entre niños con hipoacusia y niños normo-oyentes, y/o con otros niños con grados similares de hipoacusia. Se presentan diferencias críticas del noventa y noventa y cinco por ciento para facilitar la evaluación de diferencias entre los puntajes obtenidos bajo diferentes condiciones en el mismo individuo. El PEACH puede utilizarse en niños desde un mes de edad hasta la edad escolar, con grados de hipoacusia de grado leve a profundo.
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Bagatto, Marlene P., and Susan D. Scollie. "Validation of the Parents' Evaluation of Aural/Oral Performance of Children (PEACH) Rating Scale." Journal of the American Academy of Audiology 24, no. 02 (February 2013): 121–25. http://dx.doi.org/10.3766/jaaa.24.2.5.

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Background: The Parents' Evaluation of Aural/Oral Performance of Children (PEACH) is a caregiver report questionnaire that is suitable for use with children who wear hearing aids. It is available in both a Diary format and a Rating Scale format. Following a critical review of subjective outcome evaluation tools for infants, toddlers, and preschool children (Bagatto, Moodie, Seewald et al, 2011), the Rating Scale version of the PEACH was included in a recently developed guideline for monitoring real-world auditory performance of children who have hearing loss (Bagatto, Moodie, Malandrino et al, 2011). Normative data exist only for the PEACH Diary, not the Rating Scale. Purpose: This article evaluates whether published normative data for the PEACH Diary (Ching and Hill, 2007) are replicated on a different sample of children using the PEACH Rating Scale. Research Design: Fifty-nine children with normal hearing aged 2 mo to 83 mo and their primary caregivers participated in the study. Caregivers completed the PEACH Rating Scale for each child with normal hearing. Results: Results indicated close agreement to existing normative data collected with the PEACH Diary, with no differences in scores between males and females and good internal consistency. Age-related trends published for the Diary version were replicated using the Rating Scale version, as significantly lower scores were observed for children 20 mo of age and younger compared to those older than 20 mo of age. Conclusions: The currently published norms for the PEACH Diary are valid for use with the PEACH Rating Scale with caregivers of normal hearing children. This validation work adds to the evidence base of the PEACH Rating Scale and supports its use in clinical practice.
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Kumar, Suman, Nachiketa Rout, Navnit Kumar, Indranil Chatterjee, and H. Selvakumaran. "Performance of Indian Children with Cochlear Implant on PEACH Scale." ISRN Otolaryngology 2013 (March 4, 2013): 1–6. http://dx.doi.org/10.1155/2013/565096.

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This study compares the functional language performance of Tamil-speaking children (n=30) who received a cochlear implant (CI) before 2 years of age (earlier implanted group: EIG) and between 3 and 4 years of age (later implanted group: LIG). Everyday functional language of children was evaluated by interviewing parents using the adapted Parents’ Evaluation of Aural/Oral Performance of Children (PEACH) Questionnaire in Tamil language. On average, both groups of children had difficulties in everyday language functioning. However, functional results of EIG were better than those of LIG. In addition significant correlations were found between age at intervention and PEACH score. The evidence lends support to early intervention increasing the functional performance of the children fitted with CI. PEACH can be a clinically feasible evaluation tool to implement in practice for clinicians to obtain meaningful information regarding children’s auditory performance in real life at childhood.
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Levy, Cilmara Cristina Alves da Costa, and Lyvia Christina Camarotto Battiston Rodrigues-Sato. "Validação do questionário Parent’s Evaluation of Aural/Oral Performance of Children – PEACH em língua portuguesa brasileira." CoDAS 28, no. 3 (May 31, 2016): 205–11. http://dx.doi.org/10.1590/2317-1782/20162013038.

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RESUMO Objetivo Traduzir, adaptar e validar o questionário Parent’s Evaluation of Aural/Oral Performance of Children para a língua portuguesa brasileira, aplicar o questionário e analisar a interação entre pais/cuidadores e crianças. Métodos Após ser traduzido, retrotraduzido e adaptado, o PEACH foi aplicado a 13 pais ou responsáveis por crianças deficientes auditivas de grau moderado a profundo atendidas no Ambulatório de Audiologia Educacional da instituição. Pediu-se aos pais que preenchessem o diário, respondessem ao questionário fornecendo o maior número de exemplos de comportamentos observados em cada questão e comparecessem ao retorno, após uma semana, para entrevista com a avaliadora ou terapeuta da criança. Resultados Os dados são apresentados em frequência e porcentagem. Usou-se o teste de qui-quadrado, tendo-se adotado 5% como nível de significância (p). Duas questões sofreram adaptação cultural para a língua portuguesa brasileira; as mães foram as pessoas que mais responderam ao questionário (69,2%). Conclusão O questionário foi traduzido e adaptado respeitando os aspectos culturais da população brasileira. Em algumas questões deve-se tomar cuidado ao analisar as respostas dos pais, levando-se em conta a idade da criança e o conteúdo linguístico exigido para que se observe o comportamento, evitando interpretações errôneas quanto à qualidade da amplificação e do uso do AASI/IC. A aplicação do questionário é de grande importância, visto que mede o desempenho das crianças em situações de sua vida diária.
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Quar, Tian Kar, Teresa Y. C. Ching, Siti Zamratol-Mai Sarah Mukari, and Philip Newall. "Parents’ Evaluation of Aural/Oral Performance of Children (PEACH) scale in the Malay language: Data for normal-hearing children." International Journal of Audiology 51, no. 4 (December 19, 2011): 326–33. http://dx.doi.org/10.3109/14992027.2011.637079.

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Luxford, W. M., K. I. Berliner, L. S. Eisenberg, and W. F. House. "Cochlear Implants in Children." Annals of Otology, Rhinology & Laryngology 96, no. 1_suppl (January 1987): 136–38. http://dx.doi.org/10.1177/00034894870960s173.

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The House 3M cochlear implant system is currently undergoing clinical trials in profoundly deaf children aged 2 through 18 years. Although the use of the implant in children continues to be controversial, the evidence to date indicates that this prosthesis can provide significant benefit for a selected population of profoundly deaf children. As of August 1985, a total of 189 children have received the cochlear implant. The majority of these children were deafened by bacterial meningitis. The children as a group show significant improvement of hearing performance and speech production abilities over time. Children implanted at a younger age (under 5 years) show an even more significant improvement in speech skills. Significantly improved speech production occurs in both the oral/aural children (most cases postlingually deaf) and the total communication children (most cases prelingually deaf). Psychological tests have shown improved performance on intelligence measures, perceptual motor tests, and academic achievement ratings. Surgical and postoperative complications have been minimal, with few measurable adverse effects.
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Waghulde, Pooja. "Aural/Oral Performance of Children with Cochlear Implant under Monaural and Bimodal Listening Conditions: A Parental Evaluation." Communication and Linguistics Studies 5, no. 1 (2019): 8. http://dx.doi.org/10.11648/j.cls.20190501.12.

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Bravo-Torres, Sofía, Eduardo Fuentes-López, Bastian Guerrero-Escudero, and Romina Morales-Campos. "Adaptation and validation of the Spanish version of the Parents’ Evaluation of Aural/Oral Performance of Children (PEACH) rating scale." International Journal of Audiology 59, no. 8 (March 13, 2020): 590–97. http://dx.doi.org/10.1080/14992027.2020.1725160.

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Brännström, K. Jonas, Josefine Ludvigsson, David Morris, and Tina Ibertsson. "Clinical note: Validation of the Swedish version of the Parents’ Evaluation of Aural/Oral Performance of Children (PEACH) Rating Scale for normal hearing infants and children." Hearing, Balance and Communication 12, no. 2 (April 14, 2014): 88–93. http://dx.doi.org/10.3109/21695717.2014.903030.

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Levy, Cilmara Cristina Alves da Costa, and Sergio Rosemberg. "Crianças com encefalopatia crônica não evolutiva: avaliação audiológica e próteses auditivas." Pró-Fono Revista de Atualização Científica 21, no. 3 (September 2009): 237–42. http://dx.doi.org/10.1590/s0104-56872009000300010.

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OBJETIVO: avaliar a capacidade auditiva de crianças com encefalopatias crônicas não evolutivas (ECNE) independentemente de suspeita de perda auditiva e da etiologia e caracterizar o benefício do uso de prótese auditiva em crianças com ECNE que apresentaram perda auditiva. MÉTODO: avaliação neurológica, otorrinolaringológica e audiológica e aplicação do protocolo Parent's Evaluation of Aural / Oral Performance of Children (Peach). RESULTADOS: Das 46 crianças avaliadas, encontraram-se 22 (48%) sem perdas e 24 (52%) com algum grau de perda auditiva sensorioneural. Quanto às etiologias encontradas nas 46 crianças, a maior porcentagem é de encefalopatia hipóxica isquêmica seguida de processos infecciosos e kernicterus. Quanto à suspeita de perda auditiva, nas 16 (35%) crianças cujos pais tiveram suspeita, o percentual de algum grau de perda auditiva foi de 56%, e nas 30 (65%) cujos pais não a tiveram, a avaliação audiológica revelou que 50% apresentaram algum grau de perda auditiva. O protocolo Peach se mostrou um instrumento eficaz para avaliar o benefício da prótese auditiva. CONCLUSÃO: das crianças avaliadas, mais da metade apresentou perda auditiva, no entanto, não houve relação estatisticamente significante entre a etiologia e a suspeita de perda auditiva. Assim, consideramos que não é possível prever qualquer perda auditiva a partir da suspeita e recomendamos a avaliação auditiva em todas as crianças com ECNE, pois todas as crianças com perda auditiva examinadas neste estudo revelaram benefícios importantes com o uso da prótese auditiva.
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Dissertations / Theses on the topic "Aural/oral performance of children"

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Muller, Claudia. "Extended frequency amplification, speech recognition and functional performance in children with mild to severe sensorineural hearing loss." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30077.

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A substantial body of research points to the benefits of fitting hearing instruments that provides extended high frequency amplification. Most published research were done on adults or in controlled laboratory settings. It is therefore necessary for peadiatric audiologists to critically assess the effects that this extended high frequency amplification has on the individual child fitted with hearing instruments. A quantitative research method was selected to explore the possible correlations between extended high frequency amplification and the influence this extended high frequency amplification has on speech recognition and functional performance in children with mild to severe sensory neural hearing loss. A quasiexperimental design was selected. This design accommodated a one-group (single-system) pre-test versus post-test design. Baseline assessments were done and all participants were subjected to pre- and post-intervention assessments. Six participants were fitted with hearing instruments which provided extended high frequency amplification. A baseline assessment was done with current hearing instruments after which participants were assessed with the hearing instruments with extended high frequency amplification. Aided audiological assessments were done without the extended high frequencies after which participants were evaluated with the added high frequencies. Speech recognition testing and functional performance questionnaires were used to compare the outcomes obtained with and without the extended high frequency amplification. A t-test was used for hypothesis testing to determine if extended range amplification increased speech recognition abilities and functional performance, and if these increases were statistically significant. Results were varied where some participants performed better and some performed worse with the added extended range amplification during speech recognition testing and functional performances observed at home. These varied results were statistically insignificant. However, statistically significant evidence was obtained to indicate that extended high frequency amplification increased the functional performance observed at school. The study concluded that the paediatric audiologist should know the effect fitting hearing instruments capable of extended high frequency amplification have on speech recognition abilities and functional performances. Fitting hearing instruments with extended high frequency amplification should however be done with caution because not all children benefited from extended bandwidth amplification. This underlines the importance of following a strict evidence-based approach that incorporates objective and subjective assessment approaches. This will provide the paediatric audiologist with real world evidence of the success of the amplification strategy that is followed.
Dissertation (MCommunication Pathology)--University of Pretoria, 2012.
Speech-Language Pathology and Audiology
Unrestricted
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Edwards, Cathleen Pew. "A comparative analysis of the expressive acquisition of locative and directional prepositions between severely-to-profoundly hearing impaired children utilizing total communication and the oral/aural approach." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3963.

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Prepositions are not only important in functional syntax; they also relate meanings associated with the concepts of place and time (Washington & Naremore, 1978). Furthermore, prepositions are critical in such everyday activities as producing and comprehending directions, using maps and diagrams, and in the fields of mathematics and music (Cox & Richardson, 1985). Inefficient use or misuse of prepositional spatial terms may hinder a child's progress in many areas. Expressive acquisition of function words, which include prepositions, has been described as significantly delayed in the hearing impaired populations (Cooper & Rosenstein, 1966). The purpose of this study was to conduct a comparative preposition analysis between hearing impaired children using two different modes of communication. The question this researcher sought to answer was: Do 54 severely-to-profoundly hearing impaired children in this study using total communication differ in the expressive acquisition of 17 locative and directional prepositions from 35 hearing impaired children in a previous study (Warlick, 1983) using oral/aural communication?
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Mackie, Clare Jayne. "Writing performance in children with a specific language impairment : impact of oral language and literacy." Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444837.

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Turner, Victoria. "Performance of Children with Autism on Selected Measures of Reading Achievement and Cognitive-Linguistic Ability." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194994.

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This study examined the performance of children with autism on selected measures of reading achievement and cognitive-linguistic ability. How children with autism performed on three reading achievement measures, Letter-Word Identification, PassageComprehension, and Oral Reading Fluency, and two cognitive-linguistic measures, Rapid Letter Naming and Segmenting of Words were analyzed to determine if there were anydifferences between their performance and those of both their normative and special education counterparts. Results revealed that children with autism scored significantly lower on all three measures of reading achievement and both cognitive-linguistic skillsthan their normative counterparts. Children with autism scored significantly lower on only one of the reading measures, Passage Comprehension and both cognitive-linguistic measures than their special education counterparts. Findings from this study provideadditional support for previous research which purports that children with autism demonstrate impairments in cognitive-linguistic tasks that require phonological processing, rapid automatic naming, oral language, and reading comprehension and may help practitioners in the identification of children with autism.
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Polca, Melissa S. "Socioeconomic status and summer regression in reading performance." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1275050581.

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Paula, Janice Simpson de 1984. "Determinantes sociais, saúde bucal, rendimento escolar e qualidade de vida em crianças e adolescentes = Social determinants, oral health, school performance and quality of life in children and adolescents." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/290865.

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Orientador: Fabio Luiz Mialhe
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba
Made available in DSpace on 2018-08-26T11:32:04Z (GMT). No. of bitstreams: 1 Paula_JaniceSimpsonde_D.pdf: 2936736 bytes, checksum: b902ec93fa51db820dff8577e0662b77 (MD5) Previous issue date: 2015
Resumo: O objetivo geral dessa Tese foi avaliar os determinantes sociais da saúde (DSS) associados à saúde bucal, ao rendimento escolar e a qualidade de vida em crianças e adolescentes, além de testar as propriedades psicométricas longitudinais de questionários de Qualidade de Vida Relacionada à Saúde Bucal (QVRSB) e comparar um questionário genérico de qualidade de vida com outro de QVRSB. Para isso, foram usadas duas amostras: uma composta por crianças de 8 a 10 anos, participantes do Programa Sempre Sorrindo (PSS), no município de Piracicaba, São Paulo, e outra composta por escolares de 12 anos provenientes de escolas públicas e privadas do município de Juiz de Fora, Minas Gerais. Foram coletados dados referentes às condições clínicas e aplicados questionários para avaliação da qualidade de vida (Child Perception Questionnaire ¿ CPQ8-10 e CPQ11-14 e AUQUEI ¿ Autoquestionnaire Qualité de Vie Enfant Image), bem como do nível socioeconômico, do ambiente familiar e do rendimento escolar das crianças. Os resultados demonstraram que os DSS apresentaram associações com cárie dentária e que, em particular, os aspectos socioeconômicos possuíram maior associação com a experiência de cárie, quando comparados com variáveis relacionadas ao ambiente familiar. Observou-se, ainda, que tanto aspectos socioeconômicos, do ambiente familiar e a presença de lesões de cárie, mesmo que tratadas, foram indicadores de risco para o pobre rendimento escolar, e a experiência de cárie foi um importante preditor para mudanças na QVRSB de adolescentes ao longo do tempo. Sobre a responsividade dos instrumentos de QVRSB, verificou-se que o questionário CPQ11-14 apresentou-se responsivo às mudanças longitudinais, avaliadas pelo critério de Longitudinal Construct Validity, mas com pequena alteração quando avaliada pela análise de effect size. Os resultados também demonstraram que o CPQ11-14 apresentou correlação com o instrumento genérico de qualidade de vida AUQUEI e que ambos apresentaram associações com variáveis clinicas e socioambientais. Por fim, verificou-se que o tratamento da cárie dentária impactou positivamente na melhora da QVRSB de escolares, e o CPQ8-10 apresentou boas propriedades psicométricas para avaliar estas mudanças ao longo do tempo. Conclui-se, a partir dos resultados dos estudos supracitados, que houve associações entre DSS e a cárie dentária, e que ambos estiveram associados a um pior rendimento escolar. Da mesma forma, verificou-se que a QVRSB esteve correlacionada à qualidade de vida nesta população. Quando os escolares foram avaliados longitudinalmente, constatou-se que a experiência de cárie foi um preditor importante para mudanças da QVRSB ao longo do tempo nesta população, mensurada pelos questionários Child Perception Questionnaire, que apresentaram boas propriedades psicométricas de responsividade às mudanças de qualidade de vida relacionada à saúde bucal. Dentro deste contexto, o acesso ao tratamento odontológico foi um importante fator para a melhoria da qualidade de vida relacionada à saúde bucal de escolares que vivem sob vulnerabilidade social
Abstract: The overall objective of this thesis was to evaluate the social determinants of health (SDH) associated with oral health, school performance and the quality of life in children and adolescents, as well as test the longitudinal psychometric properties of Oral Health realte Quality of Life (OHRQoL) questionnaires and compare a generic questionnaire of quality of life with other of OHRQoL. For this, two samples were used: one consisting of children 8-10 years participating in the Program Always Smiling (PSS), in Piracicaba, São Paulo, and another composed of schoolchildren of 12 years from public and private schools in the city Juiz de Fora, Minas Gerais. Data were collected regarding on clinical conditions and questionnaires to assess quality of life (Child Perception Questionnaire - CPQ8-10 and CPQ11-14 and AUQUEI - Autoquestionnaire Qualité de Vie Enfant Image) and socioeconomic status, home environment and school performance of schoolchildren. The results showed that the SDH were associated with dental caries and, in particular, the socioeconomic aspects contained higher association with caries experience compared to variables related to the home environment. It was observed also that both socioeconomic aspects of the home environment and the presence of caries lesions, even if treated, were risk factors for poor school performance, and caries experience was an important predictor of changes in QVRSB adolescents over time. On the responsiveness of OHRQoL instruments, it has been found that the questionnaire is presented CPQ11-14 responsive to longitudinal changes, as evaluated by Longitudinal Construct Validity, but with little change as determined by the effect size analysis. The results also showed that CPQ11-14 correlated with the generic instrument of quality of life AUQUEI and both were associated with clinical, social and environmental variables. Finally, it was found that treatment of dental caries has impacted positively on improving of OHRQoL, and had good psychometric properties of CPQ8-10 for measuring changes over time. In conclusion, from the results of the aforementioned studies, there were associations between SDH and tooth decay, and both were associated with poorer school performance. Likewise, it was found that the OHRQoL was correlated to quality of life in population. When the students were assessed longitudinally, it was found that caries experience was an important predictor of changes OHRQoL over time in this population, as measured by the Child Perception Questionnaire questionnaires, which showed good psychometric properties of responsiveness to quality of life changes related to oral health. Within this context, access to dental treatment was an important factor in improving the quality of life related to oral health of children living under social vulnerability
Doutorado
Odontologia em Saude Coletiva
Doutora em Odontologia
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Pan, Chen-Ru, and 潘珍如. "The Standardization and Application of Mandarin-Chinese Parents’ Evaluation of Aural/oral Performance of Children." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/10377246619184885949.

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碩士
國立臺北護理健康大學
語言治療與聽力研究所
105
The Parent’s Evaluation of Aural/Oral of Children (PEACH) is a caregiver report questionnaire that is suitable for use with children who wear hearing aids. It was developed to evaluate the effectiveness of amplification for infants and children with hearing impairment by a systematic report of parent’s observation. PEACH is available in both a Diary format and a Rating Scale format. It can be used in infants as young as one month old and school-aged children with hearing loss ranging from mild to profound degree. The purpose of this study was to adapt the PEACH Dairy and PEACH Rating Scale into Mandarin-Chinese language, examined the preliminary psychometric properties of this version of translation, and explored the association between age and the reported outcome. The data of this study were collected from infants and children with normal hearing and with hearing impairment. The Mandarin-Chinese PEACH was examined and modified in pilot testing with concise definition, instruction, and applicability of research subtests items, and was fully scrutinized by audiology professors and senior audiologist with professional advices. A total of 36 parents of children with normal hearing or hearing impairment participated in the present study, including 23 parents of normal-hearing children (age ranging from 3 to 43 months), and 13 parents of hearing-impaired children (age ranging from 8 to 57 months). All parents filled out both the Mandarin-Chinese PEACH Dairy and the PEACH Rating Scale, of whom 30 parents also filled out the MCDI-T Scale. The results showed that (1) Internal consistency reliability: Cronbach α .839~ .975, (2) Inter-rater reliability: Cohen's kappa Coefficient .925~.967 (3) Criterion-related validity: r =.729~768 (p <.001)。As to the concurrent validity of criterion-related with MCDI-T, a high level substantial relationship was found in homogenous categories between Mandarin-Chinese PEACH rating scale and MCDI-T. Furthermore, the interrater reliability analysis also showed a high reliability. In conclusion, the Mandarin-Chinese PEACH questionnaire showed acceptable validity and reliability performance through multiple preliminary examinations and analysis. The developed Mandarin-Chinese PEACH questionnaire and rating scale can be used in infants and children with hearing impairment to monitor the progress and development of the auditory behavior.
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Durham, Rachel E. Farkas George. "English oral language, generation status, and the educational performance of immigrant children." 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1985/index.html.

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Lin, Mei-Chun, and 林美君. "The Changes of Prompts That Adults Used and Oral Performance of Children in Dialogic Reading." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/487g4d.

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碩士
臺北市立大學
特殊教育學系
106
This study aims to explore the changes of rereading on prompts that adults used and oral performance of children in dialogic reading. Eight adults and thirty typically developing preschoolers from Taipei city participated in this study and are assigned into dialogic reading group (experiment group) or typical reading group (control group). Adults and children read the same storybook one-to-one by twice a week for two weeks. The results indicated that: 1.Adults from dialogic reading group used significantly more Completion prompts, Recall prompts, Wh-prompts, and Distancing prompts than typical reading group. However, the adults of dialogic reading group used significantly more Open-ended prompts than typical reading group only on the third and fourth reading session. 2.Rereading significantly increased that adults use Completion and Wh-prompts during shared-book reading, but there no significant impact on the use of Recall and Distancing prompts. In addition, rereading presented a significant impact to the use of Open-ended prompts for adults of dialogic reading group only. 3.Dialogic reading has significant effects on children’s oral performance included initiating turn-taking, dialogue participation rate, number of total words, number of different words, total sentences and sentence complexity. However, there was no significant effect on the ratio of corresponding to context, type token ratio and the mean length of utterance. 4.Rereading has significant effects on children’s oral performance included initiating turn-taking, dialogue participation rate, number of total words, number of different words, total sentences, mean length of utterance and sentence complexity, but not included the ratio of corresponding to context and type token ratio.
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FAN, WEN-CHI, and 范文姬. "The performance of articulation and oral diadochokinetic rates of elementary-school children with visual impairment." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/39033017808680980185.

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碩士
國立臺北護理健康大學
語言治療與聽力研究所
104
In this study, 26 enrolled in Taipei, Hsinchu county, Taichung States overlooked barrier resource classes, visually impaired students as the research object, and then to attend the same school and the same grade school with same sex 26 children as control group . The purpore is to explore the visually impaired student’s articulation and oral diadochokinesis rate performance. The results found that the articulation of percentage of consonants correct rate, sighted student’s performance have significant differences batter than visual impairment student. The articulation disorder rate that between the sighted student and visual impairment student that have no significant differences. Articulation error type part, visually impaired group in retroflexion and distortion and is ㄢ be substitute is the three types achieve significant differences between sighted students group, the visually impaired group’s articulation disorder types of errors sorted were: substitution is 72.67%; other is 10.22 ％; 6.81 ％ of the distortion; omission is 2.27%; addition is 1.13%; no retroflexion is 23.86%; 15.90% is the laterals; retroflexion is 13.63%; assimilation is 6.81%; fricative affrication is 5.68%.Phonetic symbols difficulty was: ㄕㄓㄔㄖㄗㄙㄤㄘㄒㄈㄉㄊㄑㄢㄥ. The ㄕis the most times of error number..Oral diadochokinetic rate portion, sighted children group diadochokinetic rate in the range of 4.87 syllables / sec to 5.33 syllables / sec; visually impaired children in the group of 4.78 syllables / sec to 4.85 syllables / second. The oral diadochokinetic rate visually impaired group than sighted children was slower, but less than statistically significant differences. Oral diadochokinetic rate can not predict t the articulation of percentage of consonants correct rate and articulation disorder rate. Finally, the articulation error total number of people, visually impaired group higher than sighted students group, and there are significant differences reached statistical. All of the articulation of percentage of consonants correct rate, articulation disorder rate, Oral diadochokinetic rate, articulation error total number that have no significant differences between of the group of blind and partially.
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Books on the topic "Aural/oral performance of children"

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Harstad, James R. The read-along handbook: Performance English. Honolulu: Curriculum Research & Development Group, University of Hawaii, 1996.

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Sorby, Angela. Schoolroom poets: Childhood, performance, and the place of American poetry, 1865-1917. Durham, NH: University of New Hampshire Press, 2005.

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Brunello, Loreta A. Teachers' ratings of oral language, attention, social-emotional, reading and arithmetic performance in children with attention deficit hyperactivity disorder and nonverbal learning disabilities. Ottawa: National Library of Canada, 1993.

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Reilly, Diane. The Cistercian Reform and the Art of the Book in Twelfth-Century France. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462985940.

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This book is a study of the programmatic oral performance of the written word and its impact on art and text. Communal singing and reading of the Latin texts that formed the core of Christian ritual and belief consumed many hours of the Benedictine monk's day. These texts-read and sung out loud, memorized, and copied into manuscripts-were often illustrated by the very same monks who participated in the choir liturgy. The meaning of these illustrations sometimes only becomes clear when they are read in the context of the texts these monks heard read. The earliest manuscripts of Cîteaux, copied and illuminated at the same time that the new monastery's liturgy was being reformed, demonstrate the transformation of aural experience to visual and textual legacy.
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Aural-Performance Analysis of Revelation 1 and 11. Lang AG International Academic Publishers, Peter, 2015.

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Mushengyezi, Aaron. Oral Literature for Children: Rethinking Orality, Literacy, Performance, and Documentation Practices. Rodopi B.V. Editions, 2013.

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Brunello-Prudencio, Loreta A. Teachers' ratings of oral language, attention, social-emotional, reading and arithmetic performance in children with attention deficit hyperactivity disorder and nonverbal learning disabilities. 1994.

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Su, Pinnell Gay, Educational Testing Service, and National Center for Education Statistics., eds. Listening to children read aloud: Data from NAEP's integrated reading performance record (IRPR) at grade 4. Washington, DC: The Center, 1995.

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Maughan, Ronald J., and Susan M. Shirreffs. Dietary supplements. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0048.

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The oral consumption of nutrition/dietary supplements is widespread in the general population and among sports people, both children and adults. Despite this, there is very little research on any aspect of dietary supplement consumption in child/youth athletes and translation of information from adult populations should be undertaken with great caution. Ethical considerations around the use of dietary supplements by child athletes are the same as those for the adult population, with the additional aspect of consideration of effects on growth and development. In spite of their popularity, it is likely that only a very small number of dietary supplements will have a beneficial effect on performance for child athletes who have no underlying nutritional deficiencies. Against this must be weighed the potential negative effects on health and performance and the possibility of inadvertent ingestion of a doping agent.
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Book chapters on the topic "Aural/oral performance of children"

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Fell, J. M. E., M. Paintin, A. Donnet-Hughes, F. Arnaud-Battandier, ,. T. T. MacDonald, and and J. A. Walker-Smith. "Remission Induced by a New Specific Oral Polymeric Diet in Children with Crohn�s Disease." In Nestl� Nutrition Workshop Series: Clinical & Performance Program, 187–98. Basel: KARGER, 1999. http://dx.doi.org/10.1159/000061787.

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"Hearing Sanctity: Oral Performance and Aural Consumption of Hagiographical Stories in the Late Antique and Medieval Syriac Milieu." In Syriac Hagiography, 56–88. BRILL, 2021. http://dx.doi.org/10.1163/9789004445291_004.

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"Hearing Sanctity: Oral Performance and Aural Consumption of Hagiographical Stories in the Late Antique and Medieval Syriac Milieu." In Syriac Hagiography, 56–88. BRILL, 2021. http://dx.doi.org/10.1163/9789004445291_004.

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Conference papers on the topic "Aural/oral performance of children"

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Weber, Silke, Camila Correa, Dagma V. M. Abramides, and Luciana P. Maximino. "Oral language performance in children with obstructive sleep apnea." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa4354.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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Reports on the topic "Aural/oral performance of children"

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Edwards, Cathleen. A comparative analysis of the expressive acquisition of locative and directional prepositions between severely-to-profoundly hearing impaired children utilizing total communication and the oral/aural approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5847.

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