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Dissertations / Theses on the topic 'Children Language acquisition. Children with disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Loo, Kin-hung. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626883.

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2

Tjus, Tomas. "Language and literacy acquisition in children with developmental and learning disabilities." [Göteborg], Sweden : Dept. of Psychology, Göteborg University, 1998. http://catalog.hathitrust.org/api/volumes/oclc/42722084.html.

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3

Park, Se-Kyung. "Language development of young children exposed to multiple risk factors : the mediating effect of the home environment /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074436.

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4

Loo, Kin-hung, and 盧建衡. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626883.

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5

De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. "The effects of creative drama on the social and oral language skills of children with learning disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

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6

Easterling, Gwendolyn S. Angell Maureen E. "Effects of a constant time delay procedure and sign language instruction on sight word acquisition of elementary school children with learning disabilities." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196665.

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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Barbara M. Fulk, Maribeth N. Lartz, Emily H. Watts. Includes bibliographical references (leaves 88-95) and abstract. Also available in print.

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7

Stahl, Hillary Eileen. "Professional support for bilingual language acquisition in children with developmental disabilities : a survey of speech-language pathologists in British Columbia, Canada." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50856.

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In a multicultural country, bilingualism can benefit many children, and be a necessity for some. However, support for bilingualism is not always a priority for children with developmental disabilities. Recent research has at least partially contradicted the ‘common sense’ view that bilingualism is detrimental to or unrealistic for these children. This study surveyed 42 speech-language pathologists from British Columbia, Canada to determine the extent to which children with developmental disabilities are exposed to languages other than English in professional settings. Questions considered two

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8

Wong, Ho-kar Esther. "A comparison of aspects of maternal linguistic input to normal and downs syndrome children." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209776.

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Thesis (B.Sc)--University of Hong Kong, 1998.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 21, 1998." Also available in print.

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9

Casey, Susan Denise. "How Classroom Cultural Influences Second Language Acquisition for Two Four-Year-Olds in a Preschool Program for Children with Disabilities." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5417/.

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As states begin to highlight the system supports used to include English language learners with disabilities in standards-based assessments and accountability programs, implementation of those supports will be closely examined by school districts. This case study investigates the classroom culture in an early childhood preschool program for four-year-old children with disabilities. Classroom observations were used to determine how two young children with disabilities were acquiring English as a second language. Specific focus was given to activities that allowed for second language acquisition

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10

Simonson, Kathryn. "Impact of Age of Implantation on Receptive and Expressive Language Outcomes of Children with Developmental Disabilities and Cochlear Implants." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277140787.

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11

Barker, Robert Micheal. "Predicting Oral Language Development in Toddlers with Significant Developmental Disabilities: The Role of Child and Parent Communication Characteristics." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-120942/.

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Thesis (M.A.)--Georgia State University, 2007.<br>Title from title screen. Rose A. Sevcik, committee chair; MaryAnn Romski, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (59 p.) : digital, PDF file. Description based on contents viewed October 5, 2007. Includes bibliographical references (p. 43-49).

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12

Bradley, Julie A. "Effects of a Milieu Teaching Strategy and Repeated Readings in a Storybook Context on the Acquisition of Expressive Language in Young Children with Developmental Disabilities." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392896386.

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13

Sheldon, Kristyn M. "Effects of a milieu teaching strategy in a storybook context on the acquisition, maintenance, and generalization of expressive language by young children with developmental disabilities /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501134678.

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14

Jacobsen, Blair Nichole. "Evaluation of Using an Interrupted Behavior Chain Procedure to Teach Mands to Children with Autism." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4511.

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Abstract Interrupted behavior chain procedures have been shown to be an effective way to teach individuals with intellectual disabilities and autism to mand for missing objects and information concerning missing objects. Research has shown that an interrupted behavior chain procedure is more effective than traditional mand teach trials, which occur at the onset of a behavior chain or in a massed trial format. However, there is a lack of research evaluating the use of interrupted behavior chain procedures to teach vocal mands for missing items and the possible generalization effects thereof. Th

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15

Rutter, Lucinda. "The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years old." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53647.

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Thesis(MEd)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a behaviouristic model with the result that language was broken down into parts and sub-skills and presented in a de-contextualised way. This approach to teaching was sequentially building from the simplest to the most complex form. In contrast to this, the Whole Language approach focuses on a holistic and integrated approach where all language forms are contextualised. Deaf learners need to acquire language as well as develop language before activ

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16

Weber, Kimberly Paige. "A Comparison of Vocal Training Alone and Vocal Plus Sign Language Training on the Acquisition of Tacts and Mands Made by Preschool Aged Children with Developmental Disabilities /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487929230739947.

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17

Dreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.

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18

Briz-Garcia, Angela. "What is selective mutism?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2702.

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The purpose of this study was to examine the characteristics of Selective Mutism, its possible causes, the strong impact it creates in English learner students, and what teachers could do to help the students who suffer from Selective Mutism.

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19

Saccuman, Maria Cristina. "Language comprehension and production in normally developing children and children with language impairment : an fMRI study /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3191998.

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20

Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design.

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21

Al-Akeel, Abdulrahman Ibraheem. "The acquisition of Arabic language comprehension by Saudi children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/169.

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Studies of spoken Arabic language comprehension in children are few. This research obtained data on the developmental patterns, rate and order of acquisition of the comprehension of some morpho-syntactic structures for Saudi children as a basis for a criterion-referenced test. The structures tested were chosen from data collected by studying Saudi Child Directed Speech (CDS), similar Tests in English and from linguistic knowledge of Arabic structures. The CDS sample was collected from 12 Saudi fathers conversing with their children (8 boys and 4 girls) aged 2;4 to 5;6 years. This data was anal

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22

Al-Akeel, Abdulrahman I. "The acquisition of Arabic language comprehension by Saudi children." Boston Spa, U.K. : British Library Document Supply Centre, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.242353.

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23

Lai, Shuk-mei Angela. "The acquisition of deictic terms in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29788985.

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24

Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.

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25

Xiao, Xiaoyun. "Development of syntactic skills in Chinese children." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43754089.

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26

Muir, E. "The strategies of language acquisition in bilingual Polish/English children." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372666.

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27

Lyu, Ting. "Second language vocabulary acquisition through storybook reading for Chinese children." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/4.

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This six-week quasi-experimental study compared the effectiveness of two English storybook reading styles (preview-review reading versus concurrent translation) on the vocabulary development of kindergarteners ( n =50) in China, whose primary language is Chinese, who learn English as a second language. The children (aged 5 to 6) were pretested to evaluate their knowledge of general and targeted words using a researcher-designed instrument tailored to the content of three selected English stories. Validity evidence based on contrasted groups and test-retest reliability had been previously gathe

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28

Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause unit

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29

Cheung, Wai-yan Anissa. "Word learning in normal and language-impaired children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209405.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

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30

Henry, Patricia (Patricia Mary) 1947. "Language function in the adult language addressed to young language-delayed children." Monash University, Dept. of Linguistics, 2001. http://arrow.monash.edu.au/hdl/1959.1/8640.

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31

Kearns, Kimberly Anne. "Lexical extension and overextension by blind children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29139.

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This study investigated lexical extension and overextension by three blind children, ages 1;8, 2;1 and 2;5, who had vocabularies of at least 50 words but did not yet produce two-word utterances. Theories of semantic development take it for granted that vision provides the child with access to a great deal of the information necessary for the development of meaning, including much of the knowledge about size, shape, and movement of referents. Through vision, the child is able to form concepts on which word meaning is based, and extend the domain of application of words from original referents b

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32

Smith, Ashlyn L. "Parental stress and its relation tp parental perceptions of communication following language intervention." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-134357/.

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Thesis (M.A.)--Georgia State University, 2007.<br>Title from file title page. MaryAnn Romski, committee chair; Rose A. Sevcik, Lauren B. Adamson, Roger A. Bakeman, committee members. Electronic text (53 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 17, 2007. Includes bibliographical references (p. 48-53).

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33

Savoie, Nicole A. "Goal setting in the acquisition of a motor skill with children who have learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37235.pdf.

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34

Childers, Stephanie Angel. "The relationship between social skills and language acquisition in West Virginia." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=42.

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35

Prévost, Philippe 1966. "Truncation in second language acquisition." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34766.

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In this thesis, I argue that early child second language (L2) grammars allow truncation, on a par with proposals by Rizzi (1993/1994) and Haegeman (1995) for first language (L1) acquisition. This account (the Truncation Hypothesis) holds that Rizzi's (1994) Root Principle, according to which root declaratives are CPs, is initially underspecified in L2 systems (for processing reasons). This means that the root of main declaratives will not systematically be CP. Instead, different types of roots should be projected, such as CP, IP or VP, with VP underlying root infinitives. If one further assume

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36

Moran, David M. "A comparison of the effects of fading within and across response prompt stimuli on the skill acquisition of students with severe disabilities /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/7787.

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37

Baker, Kim Denise. "A comparison of expressive vocabulary produced by nonambulatory, speaking preschool children and ambulatory speaking preschool children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4250.

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Children with severe physical disabilities often do not have the capabilities for oral communication. Professionals are frequently faced with selecting vocabulary for children who are unable to use vocal output because of severe motor impairments. A child who is nonambulatory may have additional reasons for communicating and sees the world from a different viewpoint than his ambulatory peers. Selecting appropriate words for an initial lexicon that are useful to nonspeaking disabled children that also meet normal language acquisition standards is a concern. This study specifically addresses thi

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38

Okabe, Reiko. "Child causatives acquisition of bi-clausal structures in Japanese /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1621829901&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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39

Nyagah, Judith W. "The acquisition of initial English consonant clusters by Kikuyu children." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307002.

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40

Sawlivich, Lori. "Phonological Neighborhood Analysis of Young Children's Productive Vocabularies." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/SawlivichL2004.pdf.

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41

Clayton, Lynn E. "Intervention Settings for Children with Cochlear Implants and Developmental Disabilities." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243189468.

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42

Letsas, Ranya. "Developmental differences in early language production and comprehension between 21 month-old first born and second born children." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61151.

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This research was designed to provide information concerning the developmental differences in early language production and comprehension between 21 month-old first born and second born children. Furthermore, the study explored the assumption that more opportunities to hear conversations between the parent and the older sibling provide an advantage for second born children in learning personal pronouns.<br>Spontaneous speech productions of 16 first born children were compared to those of 16 second born children while in dyadic interactions with their mothers. First born children were observed

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43

Chandler, Kacey. "Variability in ontological knowledge and its relationship to intelligence." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184874.

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This study examined children's performance on a decontextualization task requiring the ability to deduce the meaning of unknown words from verbal context and their ontological knowledge structure as indicated by their judgments about both anomalous and sensible statements containing the unknown words. A comparison was made between performance on the decontextualization task and verbal and nonverbal ability and between the subjects' ontological knowledge structures and verbal and nonverbal ability. It was hypothesized that performance on the decontextualization tasks would be positively correla

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44

Leung, Wing-pik. "The acquisition of linguistic politeness phenomena in Hong Kong bilingual children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23000892.

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45

Stock, Carol Dieringer. "The effects of responsive caregiver communication on the language development of at-risk preschoolers /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055715.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-169). Also available for download via the World Wide Web; free to University of Oregon users.

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46

Sultana, Asifa. "Morphosyntactic development of typically- and atypically-developing Bangla-speaking children." Thesis, University of Canterbury. Communication Disorders, 2015. http://hdl.handle.net/10092/10258.

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Aims: Verb morphology, arguably, is identified as an area of exceptional challenge for the language development of both young typically-developing children, and children with language difficulties (Leonard, 2014a; Rice & Wexler, 2001). The developmental patterns of verb acquisition are found to be strongly governed by the typological properties of the ambient language; often language errors found in fusional languages (e.g. English and German) are significantly different from those found in agglutinative languages (e.g. Turkish and Tamil) (cf. Phillips, 2010). Therefore, the purpose of the stu

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47

Andrews, Donna Bosworth. "The acquisition of Spanish gender by English-speaking children in partial immersion setting /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8421.

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48

Nicoladis, Elena. "Code-mixing in young bilingual children." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28864.

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This thesis examined several possible explanations for young bilingual children's code-mixing: the unitary language system (ULS) hypothesis, parental rates of code-mixing, parental discourse strategies in response to children's code-mixing, and children's language dominance. These explanations were examined in six French-English bilingual children, observed between the ages of 18 and 30 months. They were observed separately in interaction with each of their parents. The results showed that the ULS hypothesis cannot explain children's language use. Similarly, parental input could not explain ch

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49

Ozturk, Ozge. "Acquisition of evidentiality and source monitoring." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 155 p, 2009. http://proquest.umi.com/pqdweb?did=1679670351&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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50

Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, une

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