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Dissertations / Theses on the topic 'Early language acquisition'
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Buzenski, Jessica M. "How Does Gesturing Affect Early Language Acquisition?" Ohio Dominican University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1235332783.
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Howell, Steve R. Becker Suzanna. "Sensorimotor representations of meaning in early language acquisition /." *McMaster only, 2004.
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Horváth, Klára. "The role of sleep in early language acquisition." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:daa5627f-795d-4638-9d79-93fc09f752ce.
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The relationship between sleep and language during infancy has not attracted a great deal of scrutiny despite its theoretical importance in the function of sleep and the practical implications to which resulting findings could contribute. With this in mind, the current thesis aims to investigate this question with a focus on word learning, generalisation of word meanings and vocabulary development. A cross-sectional design in 16 month old infants was used as one of the main approaches to test the potential effects of naps on word learning and generalisation. In both experiments, infants were randomly assigned to nap or wake conditions. After teaching two novel object-pairs to them, their initial performance was tested with an intermodal preferential looking task. An increase in target preference indicated the recognition of the auditory label-looking behaviour being monitored with an automatic eye-tracker. In the case of word learning, the same objects were shown in the test trials as in the training trials, whereas the test objects were different in colour in the generalisation experiment. In both experiments target preference increased only after a nap, while there was no change in the performance of the wake groups. These results indicate that daytime napping facilitates both the consolidation of novel words and the generalisation of novel word meanings in infancy. The relationship between sleep and vocabulary development was studied in a longitudinal questionnaire based design, in which vocabulary questionnaires and sleep diaries were employed, with a cohort of 246 children between the ages of 7 and 38 months being analysed. Sleep measures were used as predictors in a multi-level growth curve analysis of vocabulary development. The length of daytime naps was positively correlated with both expressive and receptive vocabulary growth, whereas the length of night-time sleep was negatively associated with rate of expressive vocabulary growth. To conclude, the results of the present thesis highlight the importance of daytime naps in early childhood.
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Fritz, Dana R. "The nature of parent language prompts in early language development /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988660.
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Zirker, Kelly Ann Hill. "Intrasentential vs. Intersentential Code Switching in Early and Late Bilinguals." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1885.pdf.
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Nácar, García Loreto 1988. "Language acquisition in bilingual infants : Early language discrimination in the auditory and visual domains." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/511361.
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Learning language is a cornerstone in the cognitive development during the first year of life. A fundamental difference between infants growing up in monolingual versus bilingual environments is the necessity of the latter to discriminate between two language systems since very early in life. To be able to learn two different languages, bilingual infants will have to perceive the regularities of each of their two languages while keeping them separated. In this thesis we explore the differences between monolingual and bilingual infants in their early language discrimination abilities as well as the strategies that arise for each group as a consequence of their adaptation to their different linguistic environments.
In chapter two, we examine the capacities of monolingual and bilingual 4-month-old infants to discriminate between their native/dominant language from foreign ones in the auditory domain. Our results show that, in this context, bilingual and monolingual infants present different brain signals, both in the temporal and the frequency domain, when listening to their native language. The results pinpoint that discriminating the native language represents a higher cognitive cost for bilingual than for monolingual infants when only auditory information is available.
In chapter three we explore the abilities of monolingual and bilingual 8-month-old infants to discriminate between languages in the visual domain. Here we show to infants never exposed to sign languages videos of two different sign languages and we measure their discriminatory abilities using a habituation paradigm. The results show that at this age only bilingual infants can discriminate between the two sign languages. The results of a second control study points in the direction that bilinguals exploit the information coming from the face of the signer to make the distinction.
Altogether, the studies presented in this thesis investigate a fundamental ability to learn language - specially in the case of bilingual environments - which is discriminating between different languages. Compared to a monolingual environment, being exposed to a bilingual environment is characterized by receiving more information (2 languages) but with less exposure to each of the languages (on average half of the time to each of them). We argue that the developmental brain is as prepared to learn one language from birth, as it is to learn two. However, to do so, monolingual and bilingual infants will develop particular strategies that will allow them to select the relevant information from the auditory and visual domains.<br>La adquisición del lenguaje es una pieza fundamental en el desarrollo cognitivo durante el primer año de vida. Una diferencia fundamental entre los bebés que crecen en ambientes monolingües y bilingües es que estos últimos necesitan discriminar entre dos sistemas lingüísticos desde muy temprano en la vida. Para poder aprender dos idiomas, los bebés bilingües tienen que percibir las regularidades de cada uno de sus idiomas y a la vez mantenerlos separados. En esta tesis exploramos las diferencias entre bebés monolingües y bilingües tanto en sus capacidades de discriminación tempranas, como en las estrategias que desarrolla cada grupo como consecuencia de la adaptación a su entorno lingüístico.
En el segundo capítulo, examinamos la capacidad de los bebés bilingües y monolingües a los 4 meses de edad para discriminar entre la lengua nativa/dominante de otra extranjera en el dominio auditivo. Nuestros resultados muestran que, en este contexto, los bebés monolingües y bilingües presentan diferentes señales auditivas cuando escuchan su lengua nativa. Los resultados señalan que discriminar la lengua nativa representa un coste cognitivo mayor para los bebés bilingües que para los monolingües cuando sólo sólo disponen de información auditiva.
En el capítulo 3, exploramos las habilidades de los bebés monolingües y bilingües a los 8 meses de edad para discriminar lenguas en el dominio visual. Aquí, mostramos a bebés que nunca han sido expuestos a lengua de signos, videos de dos lenguas de signos diferentes y medimos sus habilidades discriminatorias usando un paradigma de habituación. Los resultados muestran que a esta edad sólo los bebés bilingües son capaces de hacer la distinción y apuntan que para ello aprovechan la información proveniente de la cara de la signante.
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Snow, David P. "Phrase-final syllable lengthening and intonation in early child speech /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8192.
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Magnuson, Miriam. "Hearing screening of infants and the importance of early language acquisition /." Linköping : Univ, 2000. http://www.bibl.liu.se/liupubl/disp/disp2000/ibv72s.htm.
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Campfield, Dorota. "Factors affecting early second language acquisition : the role of linguistic rhythm." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526576.
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Roe, Katherine V. "Working memory and language development in early childhood /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3069224.
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Powers, Renee Mimbs. "The Efficacy of a Vocabulary Acquisition Program in Young English Language Learners." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/854.
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Teachers know that many nonnative English language learners (ELLs) have problems with successful negotiation of academic English vocabulary. The purpose of this study, working from a behavioralist perspective as espoused by Thorndike, Skinner, and Bandura, was to determine if a vocabulary program influenced word acquisition in first grade ELLs. The research questions focused on the degree to which the program affected the learner's vocabulary and helped to alleviate word poverty from among the 34 participants in the study. In this quantitative pretest -- posttest design, ELL students were exposed to 9 weeks of intense instruction. The vocabulary acquisition of ELL students in first grade at a K-5 elementary school was measured. Data were assessed statistically using paired samples t-tests. Results indicated a statistically significant improvement in ELL vocabulary. Implications for social change include providing information that can assist teachers and school districts in selecting effective vocabulary strategies for those at risk for low school performance.
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McLaughlin, Judith L. "Event related potentials reflect the early stages of second language lexical acquisition /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9007.
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Conboy, Barbara Therese. "Patterns of language processing and growth in early English-Spanish bilingualism /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3071176.
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Vigil, Debra Christine. "Cultural differences in attention regulation and the relation to children's early language acquisition." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299668.
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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 in two 25 minute free-play dyadic interactions with their mothers. Second born children were observed in one 25 minute free-play mother-child dyadic interaction and in one 25 minute free-play mother-child-older sibling triadic interaction. All children were administered controlled tasks involving production and comprehension of first and second person pronouns.<br>Compared to first borns, second born children are not significantly delayed in general language development. Second borns' speech productions differ depending on whether or not their older sibling was present. (Abstract shortened by UMI.)
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Bacon, C., E. Barding, E. Lowe, D. Williams, and Kerry Proctor-Williams. "Parents’ Responsiveness and Toddlers’ Early Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/1843.
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Bacon, C., E. Barding, E. Lowe, D. Williams, and Kerry Proctor-Williams. "Parents’ Responsiveness and Toddlers’ Early Vocabulary Acquisition." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1841.
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Maxwell, Larisa Ann Rosales-Ruiz Jesus. "Effect of a stimulus shaping procedure on fluent letter sound acquisition." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11025.
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Kanto, L. (Laura). "Two languages, two modalities:a special type of early bilingual language acquisition in hearing children of Deaf parents." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211770.
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Abstract In this study, early bilingual language acquisition was explored from the age of 12 to 36 months in 10 hearing children of Deaf parents, KODAs (Kids of Deaf Adults). KODA children’s language acquisition is bimodal; they acquire simultaneously sign language in visual-gestural and spoken language in auditory-vocal modality. This study aimed to describe the developmental paths of early bilingual language acquisition and their interrelationships with language input. Additionally, the characteristics of children’s language use and their associations with the features of the linguistic environment, child’s language competence and contextual variables were examined. Information about the children’s linguistic environment was collected with parental interviews. Children’s linguistic development (productive vocabulary) was measured with the MacArthur Communicative Development Inventory (MCDI) in both Finnish Sign Language (FinSL) and the Finnish language between the ages of 12 to 30 months. Children’s development in the Finnish language was tested at the age of 36 months by using the Reynell Developmental Language Scales III. Additionally, the children’s interaction was video recorded twice a year between the ages of 12 to 36 months during three different play sessions: with their Deaf parent, with the Deaf parent and a hearing adult and with the hearing adult alone. A large variation was uncovered in both the amount and type of language input and the children’s bilingual developmental paths. According to the results of the MCDI, KODA children’s (N = 8) mean size of productive vocabulary in both languages separately was smaller when compared to the monolingual norms. However, in all but three children, their total vocabulary, which includes both productive vocabulary of FinSL and Finnish, was comparable with age peers. According to the Reynell test in Finnish, three children scored at age level, three within –1 SD and two children within –2 SD. Contextual variables clearly influenced the KODA children’s language use. KODA children, as young as 12 months old, accommodated their use of language and communication modes according to the language(s) of their interlocutor(s). Children preferred to code-mix when communicating with their Deaf parent by producing simultaneous, mainly semantically congruent signs and words<br>Tiivistelmä Tässä tutkimuksessa selvitettiin 10 KODA:n (Engl. Kids of Deaf Adults) eli kuuron vanhemman kuulevan lapsen varhaista kaksikielisyyden kehitystä ikävälillä 12 ja 36 kuukautta. KODA-lapset omaksuvat simultaanisesti kaksi modaliteetiltaan erilaista kieltä, viittomakielen ja puhutun kielen. Näin heidän kaksikielisyytensä perustuu kahden aistikanavan käyttöön. Tutkimuksen tavoitteena oli kuvata KODA-lasten varhaista kaksikielisyyden kehitystä sekä tarkastella kehitykseen yhteydessä olevia tekijöitä lasten kieliympäristössä. Lisäksi tavoitteena oli eritellä lasten kielten tuoton piirteitä ja tarkastella, miten kieliympäristöön, kielitaitoon ja eri kielenkäyttökonteksteihin liittyvät tekijät ovat niihin yhteydessä. Lasten kieliympäristön piirteistä kerättiin tietoa vanhempien haastattelujen avulla. KODA-lasten kielten kehitystä arvioitiin MCDI-lomakkeen (MacArthur Communicative Development Inventory) avulla ikävälillä 12 ja 30 kuukautta. Lisäksi suomen kielen taitoja arvioitiin Reynellin kielellisen kehityksen testillä silloin, kun lapset olivat 36 kuukauden ikäisiä. Videoaineisto kerättiin puolivuosittain videoimalla lasta aina kolmessa eri leikkitilanteessa: ensin kuuron vanhemman kanssa, sitten kuuron vanhemman ja kuulevan aikuisen kanssa ja lopuksi kuulevan kanssa. Sekä lasten kieliympäristön piirteissä että kaksikielisyyden kehityksessä oli laajaa yksilöllistä vaihtelua. MCDI:n tulokset osoittivat, että KODA lasten (N = 8) ryhmän leksikon koko jäi molemmissa kielissä ainoastaan suomen kieltä omaksuvien lasten normituloksia alhaisemmaksi, mutta tuottavan kokonaisleksikon suuruus (tuotettujen sanojen ja viittomien summa) silti vastasi suomen kieltä omaksuvien lasten normituloksia. Yksilöllinen vaihtelu tuloksissa oli kuitenkin suurta. Reynellin testin mukaan kolme lasta suoriutui testistä ikätason mukaisesti, kolmen lapsen suoritus oli yhden keskihajonnan ja kahden lapsen suoritus kahden keskihajonnan verran ikätasoa alhaisempi. Vuorovaikutuskumppani vaikutti KODA-lasten kielten käytön piirteisiin tilastollisesti merkitsevällä tasolla. KODA-lapset pystyivät jo 12 kuukauden iässä muuttamaan käyttämäänsä kieltä ja kommunikointimuotoa vuorovaikutuskumppanin mukaan. Lisäksi he yhdistivät kielten koodeja erityisesti kommunikoidessaan kuuron vanhemman kanssa tuottamalla useimmiten semanttiselta sisällöltään vastaavan viittoman ja sanan samanaikaisesti
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Pohl, Muna [Verfasser]. "The Perception of Laryngeal and Length Contrasts in Early Language Acquisition / Muna Pohl." Konstanz : Bibliothek der Universität Konstanz, 2012. http://d-nb.info/1024853640/34.
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.
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Potgieter, Anneke Perold. "The role of input in the early trilingual acquisition of English, Afrikaans and isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95835.
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Thesis (PhD)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The study investigates the acquisition of vocabulary and passive constructions by 11 four-year-old children simultaneously acquiring South African English, Afrikaans and isiXhosa in low socio-economic status areas in South Africa, with specific focus on the role that input plays in this process. Input is measured in terms of quantity of exposure (at the time of testing and cumulatively over time) and in terms of quality (as determined by the proficiency levels of the speaker(s) providing the input). Results revealed a significant positive correlation between input and proficiency levels in the case of all three the trilinguals’ languages. The interaction between these variables seems to be narrower at lower levels of input, and the effect of reduced quantity of exposure stronger in the case of lexical development than in grammatical development. The proficiency levels of the early developing trilinguals are furthermore compared to those of 10 age-matched monolingual controls for each language. Trilinguals are found to be monolingual-like in their lexical development in the language to which, on average, they have been exposed most over time, i.e. isiXhosa. Thus, as previously found for bilingual development, necessarily reduced quantity of exposure does not hinder lexical development in the input dominant language. Whilst the trilinguals lag behind monolinguals significantly in terms of lexical development in their languages of less exposure, no developmental delay is found in their acquisition of the passive, regardless of the language of testing. This is despite their lower lexical proficiency in English and Afrikaans and their lesser amount of exposure to all three their languages. Although the passive is considered a typically later-developing construction type across languages, research has shown it to be acquired earlier in Bantu languages (of which isiXhosa is an example) than in Germanic languages such as English and Dutch (from which Afrikaans stems). Consequently, the fact that the trilinguals do not exhibit delay in their acquisition of the passive, despite sometimes drastically reduced levels of input, is interpreted as evidence of cross-linguistic bootstrapping: trilinguals seem to be transferring their knowledge of the passive in isiXhosa to English and Afrikaans, enabling the earlier acquisition of this construction in the latter two languages. The study is the first on the trilingual acquisition of English, Afrikaans and isiXhosa by young children, and will hopefully encourage additional research on multilingual language acquisition within the African context.<br>AFRIKKANSE OPSOMMING: Die studie ondersoek die verwerwing van woordeskat en passiefkonstruksies deur 11 vierjarige kinders wat in lae sosio-ekonomiese areas in Suid-Afrika gelyktydig Suid-Afrikaanse Engels, Afrikaans en isiXhosa verwerf. Die fokus van die studie is op die rol van toevoer in hierdie spesifieke verwerwingsproses. Toevoer word gemeet in terme van hoeveelheid blootstelling (ten tyde van toetsing en kumulatief oor tyd heen) en in terme van kwaliteit (soos bepaal deur die vaardigheidsvlakke van die persone wat die toevoer verskaf). Die resultate toon ’n beduidende positiewe verhouding tussen toevoer en vaardigheidsvlakke in geval van al drie die drietalige kinders se tale. Die interaksie tussen hierdie veranderlikes blyk nouer te wees by laer vlakke van toevoer, en die effek van afname in hoeveelheid toevoer sterker in geval van leksikale teenoor grammatikale ontwikkeling. Die vaardigheidsvlakke van die jong ontwikkelende drietalige kinders is verder ook vergelyk met, in die geval van elkeen van die afsonderlike tale, díé van 10 eentalige sprekers van soortgelyke ouderdom. Die drietalige kinders vertoon soos eentaliges in terme van leksikale ontwikkeling in die taal waaraan hulle gemiddeld die meeste blootgestel is oor tyd heen, d.i. isiXhosa. Dus, soos vantevore bevind vir tweetalige ontwikkeling, vertraag noodwendig verminderde hoeveelhede toevoer nie leksikale ontwikkeling in die toevoer-dominante taal nie. Alhoewel die drietaliges in geval van hulle tale van minder blootstelling beduidend stadiger leksikale ontwikkeling toon as die eentaliges, is daar geen blyke van vertraagde ontwikkeling in terme van hulle verwerwing van die passief nie, ongeag die taal van toetsing ̶ dít ten spyte van hulle laer leksikale vaardigheidsvlakke in Engels en Afrikaans en verminderde toevoer in al drie tale. Die passief word oor tale heen beskou as ’n tipies laat-ontwikkelende konstruksietipe, maar navorsing het bewys dat dit tog vroeër verwerf word in Bantoetale (waarvan isiXhosa ’n voorbeeld is) as in Germaanse tale soos Engels en Nederlands (die taal waarin Afrikaans sy oorsprong het). Die feit dat die drietaliges nie vertraagde ontwikkeling toon in hulle verwerwing van die passief nie, ten spyte van soms drasties verminderde toevoer, word gevolglik beskou as bewyse van kruis-linguistiese ondersteuning (“bootstrapping”): die drietaliges blyk hulle kennis van die passief in isiXhosa oor te dra na Engels en Afrikaans, wat sodoende die verwerwing van hierdie konstruksie in laasgenoemde twee tale bespoedig. Die studie is die eerste oor die drietalige verwerwing van Engels, Afrikaans en isiXhosa deur jong kinders, en die hoop is dat dit sal lei tot verdere navorsing oor veeltalige taalverwerwing binne die Afrika-konteks.
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McPherson, Leslie M. (Leslie Margaret). "Identifying verbs early in language learning : the roles of action and argument structure." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39964.
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This dissertation describes and evaluates a thesis about the means of identifying verbs early in learning a language, and a first language in particular. The thesis is presented briefly in the first section. The second section provides a critical review of theories about children's early part-of-speech identifications. Section 3 presents a new theory of verb identification. I argue that learners initially identify members of a category, predicator, that subsumes verbs and adjectives. Predicators have argument structures. Learners identify a predicator through an inference that the word must take noun-phrase arguments because the phrase containing the word is interpreted into a nonseparable phenomenon--a property or relation that exists or occurs only by virtue of one or more individuals (i.e., the bearers of the property, or the participants in the relation), the referent(s) of the argument(s). Actions are prototypical of that which is nonseparable (being dependent for their realisation upon one or more participants), and so words for actions will usually be identified as predicators. This tendency will be augmented when an unfamiliar predicator appears in an utterance with its one or more noun-phrase arguments, and the noun phrases are interpretable (by the learner) into the one or more individuals that are the participants in an ongoing action (or other nonseparable phenomenon); under these conditions, the learner should readily divine that the novel word is a predicator and the noun phrases are its arguments. These conjectures form the nonseparability hypothesis. To identify verbs in particular, a learner must first discover a distinction between verbs and adjectives, where it exists in a language, through distributional analyses within phrases. Subsequently, details of syntax and morphology will reveal to the learner a predicator's subcategory (verb or adjective). Section 4 contains reviews of literatures that provide support, in varying degree, for the theor
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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 gathered for the 24-word instrument (based on 8 words per story) in a pilot study. The children in the concurrent translation group listened to the English storybook with the reader using both English and Chinese interchangeably to assist children in understanding the story. With the children in the preview-review group, the reader built background knowledge and discussed difficult vocabulary in Chinese before reading the storybook only in English then reinforcing key points in Chinese after reading the storybook. Each of three English stories was read three times by the researcher/reader separately to both groups. Two days after the third reading of each story, children were post-tested on the 8 words associated with that specific story. Total posttest scores, based on combining the three 8-word posttest scores, were compared to the 24-word pretest scores to examine vocabulary gains. Results suggest that both methods of reading English storybooks to Chinese preschoolers were effective. Results also indicate that children in the concurrent translation group performed significantly better than children in the preview-review group, even after initial levels of vocabulary, based on the pretest, were controlled (Cohen’s ƒ 2 = .42, which is considered to be a large effect). Additionally, an Aptitude x Treatment Interaction model was tested, but insufficient evidence was found to suggest that the differential effectiveness of the two methods depended on the child’s initial vocabulary level. Implications for teachers, parents, and early childhood education policymakers are discussed and suggestions for further research are offered.
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Matuszewski, Judith L. "An Examination of Vocabulary Acquisition by Kindergarten English Learners." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636857.
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<p> American classrooms are becoming increasingly diverse as students enter with native language knowledge (other than English). Addressing the needs of all students is more difficult given most teachers are native English speakers, have little experience with multiple language knowledge, and can be apprehensive about teaching ELs. </p><p> With this in mind, this study was undertaken to look at the feasibility of teaching kindergarten students strategies (e.g., use of picture dictionary, word wall, anchor chart use, partnering with peers), thus allowing the student to create their own understanding of English vocabulary rather than having an adult simply give the meaning to them or impart knowledge. </p><p> Kindergarten ELs were taught strategies, given time to practice, and encouraged to use strategies. Students were then observed using the presented strategies. Use of technology (ELs used iPhones to photograph resources they used) showed to what extent each EL understood and used the presented strategies. </p><p> Promising results showed ELs were able to understand, use, and adapt strategies, creating meaning for themselves as they acquired English vocabulary. PPVT and MLU testing showed increases and identified additional English words spoken. While this study included a small population, the findings point to strategy use for young ELs as promising. The potential application in classrooms could offer support for classroom teachers as they plan for more classroom diversity.</p><p>
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Chow, Chi-chun Dorcas. "The effects of parental input on the early development of bei2 dative constructions in Cantonese children." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279095.
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Thesis (B.Sc)--University of Hong Kong, 2005.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Crowell, Nancy A. "Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899160/viewonline.
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Schutte, Henriëtte. "The development of early literacy skills among a group of urban Sepedi-speaking children." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-113635.
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Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.
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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.
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Fourtassi, Abdellah. "Acquiring sounds and meaning jointly in early word learning." Thesis, Paris, Ecole normale supérieure, 2015. http://www.theses.fr/2015ENSU0049/document.
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Pour acquérir leur langue maternelle, les bébés doivent a la fois apprendre la forme des mots (par exemple, le mot “chien” en français, “dog” en anglais) et leur sens (la catégorie des chiens). Ces deux aspects de l’apprentissage de la langue ont été typiquement étudiés indépendamment. Des découvertes récentes en psychologie du développement et en apprentissage automatique suggèrent, néanmoins, que la forme et le sens pourraient très bien interagir, et ce, dès les premières étapes du développement. La thèse explore cette piste à travers une étude interdisciplinaire qui combine des outils utilisés dans la technologie de la reconnaissance et la psychologie expérimentale. Dans un premier temps, j’ai développé un modèle computationnel capable d’apprendre, à partir des données naturelles, la forme à partir d’une représentation sémantique ambiguë, simulant la connaissance approximative du bébé. Dans un deuxième temps, j’ai testé la plausibilité cognitive du mécanisme sur des sujets adultes<br>To acquire their native language, babies have to learn both the forms of words (e.g., “dog” in English, “chien” in French) and their meanings (the category of dogs). These two aspects of language learning have typically been studied independently. However, recent findings from developmental psychology and machine learning have pointed out that this assumption is problematic, and have suggested that form and meaning may interact with one another throughout development. This dissertation explores this hypothesis through an interdisciplinary investigation that combines tools from speech recognition and experimental psychology. First, I developed a computational model of joint form and meaning acquisition, capable of learning from a corpus of natural speech. Second, I tested the cognitive plausibility of this model with adult subjects
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Krebs-Lazendic, Lidija. "Early vs. late Serbian-English bilinguals' responses to two Australian English vowel contrasts." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/36713.
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Thesis (Ph.D) -- University of Western Sydney, 2008.<br>A thesis submitted to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Murphy, Corinne Marie. "The comparative effects of simple and complex instructional language on the acquisition and generalization of receptive language tasks by children with autism." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154454397.
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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.
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Ganger, Jennifer B. "Genes and environment in language acquisition : a study of early vocabulary and syntactic development in twins." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9436.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1998.<br>Includes bibliographical references (p. 163-168).<br>The goal of this thesis is to explore the contributions of heredity and environment to language development using the twin method. This method consists of comparing monozygotic (MZ) twins to dizygotic (DZ) twins to see if MZs have a more similar course of development. Two major aspects of language development are examined: vocabulary and syntax. The development of vocabulary in 43 MZ and 33 same-sex DZ English-speaking twins was studied via parent report. The rate and content of the first 100 or so words in children's productive vocabularies were examined. MZ twins had more similar ages at reaching several milestones of vocabulary growth, more similar overall rates of vocabulary growth, more similar spurts in vocabulary growth, and more similarity in actual words and categories of words they produced than DZ twins, suggesting heritability in early word learning. However, the effects of environment were also prominent in vocabulary development, dwarfing effects of heritability. The development of first word combinations and of first over regularizations of the past tense rule "add -ed'' (e.g., goed for went) were also studied by parent report to examine the contributions of heredity and environment to the development of syntax. Both the age of producing first word combinations and the rate of producing combinations were much more similar in MZ than in DZ twins (N = 24 MZ, 23 DZ). This effect showed large heritability and small effects of environment. The rate of producing past tense over regularizations also appeared to be more similar in MZ than in DZ twins, though this result is tentative due to the small number of twins in this study ( 16 MZ, 11 DZ). Finally, the development of verb tense and agreement was studied longitudinally in 4 MZ and 4 DZ twin pairs. The percentage of correct use of tense/agreement morphemes over time was on average more correlated in the MZ than in the DZ twins, suggesting that differences in the development of the Inflectional system also have genetic influence.<br>by Jennifer B. Ganger.<br>Ph.D.
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Hewlett, L. R. Scott. "The linguistic competencies of early French immersion graduates : an investigation of parental expectations /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/MQ47455.pdf.
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Li, Yuting. "Early Cantonese transliterations as a phonological basis for modern Hong Kong English." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/710.
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The research question of this dissertation is whether the early Cantonese-English contact provides a phonological basis to the development of Hong Kong English (HKE henceforth). The dissertation provides an affirmative answer by studying four Cantonese-English bilingual dictionaries in the mid 19th and early 20th centuries. The empirical evidence from the four bilingual dictionaries reveals three types of phenomena: inheritance, stabilization, and deviation. The phenomenon of inheritance refers to the phonological features discovered in the early Cantonese-English contact that have persisted in modern HKE. The phenomenon of stabilization includes the phonological features of the early Cantonese-English contact that are fortified and regularized in modern HKE. The phenomenon of deviation indicates certain phonological features of the early Cantonese-English contact differ from those of modern HKE. The findings of the dissertation fill two research gaps in the literature of HKE. One research gap is the omission of the English acquisition patterns for average Hongkongers before mass English-language education was implemented in the 1970s. For the Hongkongers who had no access to formal schools, the Cantonese-English bilingual dictionaries were used as the learning materials in self-study or private schools. The other research gap is the lack of a historical perspective into the variations of modern HKE phonology. Most of the studies on HKE are synchronic in nature and fail to realize that the variations may be derived from the two different English acquisition patterns in history. This dissertation reveals that the phonology of the functional bilinguals in HKE (the HKE speakers who could use English for various formal and informal needs) might be influenced by the phonological features of inheritance and stabilization discovered in the early Cantonese-English contact. The findings establish the historical connections behind modern HKE phonology, enhancing the recognition of HKE as an autonomous New English Variety. This enables HKE to be the symbol of solidarity for Hongkongers. This dissertation investigates the historical data from the Cantonese-English bilingual dictionaries that remain largely unstudied for a long time. Transformed into a retrievable dataset, the historical data can be used for linguistic theorizing.
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Campbell, Robin N. "Origins and development of representational systems in early childhood." Thesis, University of Stirling, 1992. http://hdl.handle.net/1893/21580.
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It is argued in Chapters 1 to 4 that in cognitive psychology in general, and in the disciplines of language acquisition and cognitive development in particular, there is substantial benefit to be derived from distinguishing between two representational systems, one system being deployed in long-established or highly-practiced functions, and the second deployed in novel tasks, or where difficulties interrupt the first system. It is also argued that the proper subject of cognitive development is the second of these systems. Chapters 5 and 6 are concerned in different ways with the origins of language in the individual, in particular with the question of what innate knowledge of language might be justified. It is concluded that many questions regarding innate knowledge remain open, and that a source in human evolution for knowledge of language is no more likely than sources in individual or social development. In Chapter 7 it is argued that representational drawing emerges late in the 4th year of life, and some new techniques are described for studying early representational drawing. Following these treatments of external systems of representation, Chapter 8 offers a general developmental theory of forms of representation, extending Piaget's insight that mental representation is co-extensive with thought, and that the main axis of cognitive development is the content of thought and representation. Chapters 9 to 12 apply this theory to the representation of belief and desire, and of extrinsic and intrinsic qualities of objects, by 11/2 to 4 year-old children. Chapter 13 introduces a new method for analyzing the free classification task, a task sometimes used to assess children's ability to think about intrinsic qualities, and applies this method to various data sets. Chapter 14 applies these insights and results to the problem of characterizing concepts and concept development and favourably discusses the idea that more precise knowledge of this aspect of development may help to explain certain features of early language acquisition.
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Aizu, Yoriko. "Acquisition and Processing of Japanese Passives by Heritage Speakers and JFL learners: Effects of Manner of Input and Early Age of Acquisition." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35590.
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The general aim of this study is to investigate the similarities and differences in knowledge and processing of Japanese passive constructions by heritage speakers and second language (L2) learners of Japanese. These groups acquire language differently in terms of age and context/manner of acquisition, and comparing their linguistic behaviour allows us to examine whether heritage speakers have an advantage over L2 learners due to their early exposure and natural context of input. In order to examine this issue, the linguistic knowledge of Japanese passives and the way in which they are processed were compared between the two populations.
I tested the two different types of passives that are available in Japanese: the type that involves the syntax-semantics-discourse interface (indirect passive and ni-direct passive), and the one that does not involve that interface (niyotte passive). It has been found that advanced heritage speakers and L2 learners have difficulties with structures involving different structural levels, especially structures at the interface with discourse (Laleko & Polinsky, 2013; Montrul & Polinsky, 2011, among many others), as the interfaces involving an external cognitive domain (e.g., syntax-discourse) require more processing resources than linguistic internal interfaces (e.g., syntax-semantics) (Sorace, 2011).
While such representational and processing difficulties have been reported for several languages, previous studies on the acquisition of Japanese passives by both L1 and L2 learners have found the opposite: namylt, that the niyotte passive, which does not involve an external interface, being acquired later than the other two passives, which are discourse dependent (Harada & Fukuda 1998 for L1; Hara 2002 for L2). These results may be attributed to syntax derivation or frequency of use. The niyotte passive is considered to be derived by movement, while the other two are said to be base-generated. Thus, both the complexity of the syntactic derivation and the fact that usage of niyotte passive is usually limited to formal speech or written texts may delay acquisition.
Examining the acquisition and processing of Japanese passives allows us to analyse the factors that play a crucial role in determining the difficulty of acquisition. In order to investigate these factors, I used two experimental tasks, an acceptability judgment task (AJT) and a self-paced listening task (SPL). The former investigated heritage speakers’ and Japanese as a foreign language (JFL) learners’ knowledge of each type of Japanese passives. The latter allowed us to test whether there are any differences in the processing of the two types of passives; specifically, whether the passives with an external interface are more difficult for L2 learners and heritage speakers to process. A control group of native speakers and a group of first generation immigrants to Canada were also tested to compare their results to those of the two experimental groups, allowing us to investigate whether heritage speakers have knowledge and processing patterns similar to those of the control group due to their early language exposure to the language and contextualized input.
The results of the AJT showed that each experimental group displayed a stronger knowledge of different aspects of Japanese passives. While the heritage speakers recognised the pragmatic features of the ni-direct passive, the JFL learners did not. In contrast, the JFL learners showed syntactic and semantic knowledge of the indirect passive, unlike the heritage speakers. These contrastive results indicate that different manners of input lead to different acquisition outcomes. Furthermore, neither group demonstrated knowledge of the low frequency niyotte passive, and thus input frequency, rather than the discourse-related interface, appear to be more critical for the acquisition of Japanese passives. With respect to the SPL, the speakers’ performance was native-like in the case of the heritage speakers but non-native with the JFL learners, indicating that early age of exposure has an effect on language processing. Taken together, the results from the both tasks showcase the importance of both implicit and explicit manner of input, especially in the case of low frequency structures, as well as the early age of acquisition of a language.
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Cai, Jinghong. "The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.
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BAGETTI, TATIANA. "AN EXPERIMENTAL STUDY OF THE EARLY PROCESSING AT THE PHONETIC INTEFACE AND THE EARLY PARSING IN LANGUAGE ACQUISITION: THE ROLE OF FUNCTIONAL ELEMENTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32959@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Este estudo tem como foco a passagem da percepção fônica para a representação morfofonológica de elementos funcionais, mais precisamente os afixos verbais, bem como a realização do parsing linguístico no processo inicial de aquisição da linguagem. Nesta tese a aquisição da linguagem é abordada em uma perspectiva psicolingüística de forma integrada com a Teoria Linguística Gerativa, em sua versão Minimalista (Corrêa, 2006). A hipótese que orienta este trabalho é a de que os elementos de classe fechada são percebidos pela criança de forma diferenciada e que há uma distinção entre a percepção inicial desses
elementos no nível fonético/fonológico e a sua posterior representação morfofonológica. Esses elementos, uma vez representados em termos de categorias funcionais do léxico, contribuem para a realização do parsing lingüístico pela criança. Uma análise de histórias infantis demonstrou que determinantes e afixos tendem a ocorrer em fronteiras de frases fonológicas e que propriedades fonéticas, como o acento, podem favorecer a percepção inicial de afixos verbais. Foram conduzidos três experimentos, sendo que os dois
primeiros fizeram uso da Técnica de Escuta Preferencial e o terceiro utilizou a Técnica de Fixação Preferencial do Olhar. O primeiro experimento teve como objetivo avaliar a sensibilidade das crianças (de 9 a 15 meses) adquirindo o Português Brasileiro a distinções fônicas que afetam o padrão silábico da língua,
independentemente do ambiente morfológico em que estas ocorrem (afixos flexionais e raízes de Nomes). O segundo experimento visou a verificar se o ambiente morfológico (afixos flexionais e raízes de Nomes) afeta o modo como crianças (de 9 a 18 meses) adquirindo o PB percebem alterações fônicas que não afetam o padrão silábico, o que indicaria que estas percebem afixos verbais como uma classe morfológica. O terceiro experimento pretendeu verificar se as crianças com idades entre 17 e 23 meses realizam o parsing de enunciados linguísticos, diferenciando elementos lexicais homófonos em função da natureza
de elementos funcionais. Os resultados sugerem que crianças com média de 11 meses são capazes de perceber alterações fônicas independentemente do ambiente morfofonológico em que estas ocorrem. Também foi constatado que crianças entre 9 a 12 meses percebem alterações fônicas que não afetam o
padrão silábico da língua em elementos de classe fechada, sugerindo que esses elementos são percebidos pelas crianças como uma classe morfológica em uma fase inicial no processo de aquisição da linguagem. Além disso, foi verificado que as crianças com média de 21 meses respondem diferencialmente a palavras
homófonas em classes gramaticais diferentes (Nome e Verbo), com base na distinção entre projeções mínimas e máximas do Determinante, no parsing linguístico. A marcação do afixo verbal não afeta o reconhecimento do verbo, mas formas marcadas em relação a tempo adicionam dificuldade à condução da
tarefa. Os resultados encontrados são compatíveis com as hipóteses testadas e permitem que se reconstrua a passagem da percepção do estímulo linguístico em um nível fônico para a representação morfofonológica de elementos de classe fechada, e finalmente para a representação dos mesmos como elementos de categorias funcionais, os quais são essenciais na condução do parsing linguístico.<br>This study focuses on the passage from speech perception to the morphophonological representation of functional elements, verbal affixes in particular, and on the early parsing of linguistic utterances in language
acquisition. A psycholinguistic perspective to language acquisition is adopted together with a minimalist conception of language (Corrêa, 2006). The working hypothesis is that closed class elements are distinctively perceived by children initially at a phonetic/phonological level and subsequently at a morphophonological one. Their representation as functional elements at a later stage contributes to the parsing of linguistic utterances. An analysis of a set of tales for children has demonstrated that determiners and verbal affixes occur at the edges of phonological phrases and phonetic properties such as the accent
may contribute to their early perception by children. Three experiments were conducted, the first two in Head-turn Paradigm and the latter in the Intermodal Preferential Looking paradigm. Experiment 1 aimed at assessing 9-15 month infants sensibility to phonetic distinctions in the linguistic stimulus, which affect
the syllabic pattern of the language (Brazilian Portuguese), independently of the morphological context in which they occur (verbal affixes and nominal roots). Experiment 2 aimed at verifying whether these morphological contexts affect infants perception of phonetic alterations that do not affect the phonological
pattern of the language. The perception of such distinctions in the verbal affixes, but not in the nominal roots, was considered to indicate sensibility to the morphophonological patterns of these closed class elements. The third experiment aimed at verifying the extent to which children by the age of 21
months would rely on functional information in the parsing of linguistic utterances, thereby ascribing different categorical features to homophonous words (nouns and verbs). The results of Experiment 1 suggest that 9-15 month infants do perceive phonetic alterations that affect the syllabic pattern of language, regardless of the morphological context in which they occur. The results of the Experiment 2 suggest that infants are sensitive to phonetic alterations that do not affect the syllabic pattern of the language by the end of their first year of life (9-12 months). The results of Experiment 3 suggest that take into account different syntactic projections of the determiner in ascribing homophonous words to
different classes (noun and verb). These results also indicate that verbs are analyzed as such regardless of the type of morphological affix they present (marked or unmarked for Tense). However, tensed marked forms seem to add processing costs in the accomplishment of the task. These results are compatible
with the hypotheses that guided the present thesis and enable a theory of language acquisition to reconstruct the passage from the phonetic perception of the linguistic stimulus to the morphophonological representation of closed class elements (verbal affixes) and from this level of representation to children s reliance on functional elements in the parsing of linguistic utterances.
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Dicks, Joseph. "A comparative study of the acquisition of French verb tense and aspect in early, middle, and late French immersion." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6736.
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In the present thesis, the interlanguage development of second language acquisition (SLA) was examined as it relates to students' French verb tense use in three program variants of French immersion: early French immersion (EFI), middle French immersion (MFI) and late French immersion (LFI). Verb tense is a crucial element of the French language and an area of considerable difficulty for students in French immersion (FI). The age at which the learners were first exposed to intensive amounts of French varied in each of these programs--5 years of age (Kindergarten) in the earliest starting program, EFI, 9 years (grade 4) in MFI, and 11 years (grade 6) in the latest starting program, LFI. Fourteen separate FI classes were studied: eight at grade 6 and six at grade 8. There were two classes per program at each grade level with the exception of grade 6 MFI where all four classes were involved. A major goal of this thesis was to study the issue of 'starting age' in SLA as it applies to intensive exposure to the second language (L2) in a school setting. Those who favour an early start argue that the larger number of cumulative hours of exposure to the L2 coupled with a 'natural process' of language acquisition produce better results. Those who prefer a later start claim that a 'natural process' of SLA need not be limited to younger learners, and that the older learner's advanced cognitive ability and first language literacy skills result in more rapid and efficient language learning. In general, the results of this research indicated that, regarding students use of basic French verb tenses, all three French immersion (FI) programs were working effectively as reflected in the superior performance by grade 8 students in all three programs on both tests. On the more analytic, written task two groups of later-starting students appeared to make fairly quick progress in some casesby the end of grade 6), and performed at a level which was closer to their earlier starting peers. Learner factors such as starting age (i.e., cognitive maturity and first language literacy), and second language fluency seem to interact with different pedagogical techniques to produce results which advantage late starting learners on more analytic tasks. Finally, the interlanguage analyses provided evidence that the passe compose and imparfait aspects of the written French past tense are extremely difficult for students in French immersion. (Abstract shortened by UMI.)
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Dahlin, Jenny. "Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473.
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This is a qualitative study focusing on support of English as an Additional Language provided to students in an international school in Bangkok. The study aims to answer the following questions through literature and responses from interviewees: To what extent does EAL benefit second language learners’ development of language acquisition? and How is the EAL learners’ language proficiency monitored? The study was conducted at the international school The Early Learning Centre in Bangkok, including interviews with five EAL students with Swedish as their L1, and one EAL teacher, and questionnaires sent to three parents. The theoretical starting point describes the aspects that are of concern in this study: language acquisition, second language acquisition, English as an additional language in general and at The Early Learning Centre, and English as an additional language continuum. The data indicates that EAL programs that deliver both mainstream and withdrawal support is the accurate way to connect it to the curriculum. The results showed that EAL support provides students with sufficient help in acquiring academic and social language skills. ELC uses withdrawal support to improve language skills in smaller groups where the focus lies in learning language and transfer knowledge between L1 and L2. The study also indicates that to monitor language proficiency, assessments are important to monitor skills and development.
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Markowiak, Anthea N. "Narrative comprehension in kindergarten an analysis of talk about narratives by children differing in early literacy development /." Connect to full text, 2005. http://hdl.handle.net/2123/1758.
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Thesis (M. Phil. Ed.)--Faculty of Education and Social Work, University of Sydney, 2006.<br>Title from title screen (viewed 5th June, 2007). Submitted in fulfilment of the requirements for the degree of Master of Philosophy in Education to the Faculty of Education and Social Work. Degree awarded 2006; thesis submitted 2005. Bibliography: leaves 256-263. Also issued in print.
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Aimetti, Guillaume Alexandre Patrick. "A computational model of early language acquisition : a data-driven approach inspired by the empiricist view of cognitive development." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548636.
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Nomikou, Iris [Verfasser], Katharina [Akademischer Betreuer] Rohlfing, and Akira [Akademischer Betreuer] Takada. "The collaborative construction of early multimodal input and its significance for language acquisition / Iris Nomikou ; Katharina Rohlfing, Akira Takada." Bielefeld : Universitätsbibliothek Bielefeld, 2018. http://d-nb.info/1160672601/34.
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Reid, Linda A. M. "Early interaction : a description of conversational turntaking in an atypical child and a group of typical children during bookreading." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26906.
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This study explores similarities and differences in turntaking structures in the discourse of a group of typical children and one atypical child. Nineteen normally developing pre-school children and one atypical child were videotaped reading books with their parents. Each of the nineteen parent/child dyads were videotaped at the child's pre-school, and the atypical child (Ben) was videotaped at school both with a trained educator and with his mother. Analyses of the resulting videotapes yielded categorical data on types and structures of turntaking.
The utterances of the typical children appeared most often in the category of response. This finding also applied to Ben when he was interacting with his teacher, although when Ben was interacting with his mother the majority of his utterances appeared in the category of imitation. Parents of the typical children used primarily responses, mands and turnabouts. The greatest difference between Ben's mother and the other parents is found in the categories of response and mand which were lower in the case of Ben's mother. It appears that conversational turntaking in a language delayed child is different from the pattern of conversational turntaking in a group of typical children. If indeed the This study explores similarities and differences in turntaking structures in the discourse of a group of typical children and one atypical child. Nineteen normally developing pre-school children and one atypical child were videotaped reading books with their parents. Each of the nineteen parent/child dyads were videotaped at the child's pre-school, and the atypical child (Ben) was videotaped at school both with a trained educator and with his mother. Analyses of the resulting videotapes yielded categorical data on types and structures of turntaking.
The utterances of the typical children appeared most often in the category of response. This finding also applied to Ben when he was interacting with his teacher, although when Ben was interacting with his mother the majority of his utterances appeared in the category of imitation. Parents of the typical children used primarily responses, mands and turnabouts. The greatest difference between Ben's mother and the other parents is found in the categories of response and mand which were lower in the case of Ben's mother. It appears that conversational turntaking in a language delayed child is different from the pattern of conversational turntaking in a group of typical children. If indeed the difficulty lies with interaction, or turntaking skills, this may have significant implications for approaches to remediation used with children who are identified as autistic or severely learning disabled.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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King, Nina. "Temperament and Early Communication in Premature Children." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2091.
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Premature children are at greater risk for developing communication delays than full-term children, although it is not inevitable. Recent research links specific temperament characteristics to early language development. Thus, temperament may provide a way to identify premature children who are at increased risk. The first purpose of this study was to determine if temperament characteristics of premature children are the same as full-term children when measured by the Infant Behavior Questionnaire-Revised. The second purpose was to determine if temperament and language acquisition, as measured by the MacArthur Communicative Development Inventory: Words and Gestures, are linked in premature infants and, if so, are the relationships similar to those of full-term populations. Participants included 19 children 8-12 months, chronological age. Results indicated that they exhibited similar temperament characteristics to full-term children. Additionally, temperament was linked to vocabulary comprehension and, unlike findings for full-term children, to expressive communication as well .
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Triplett, Kimberly Mechelle. "Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-092951.
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Hoskyn, Maureen Janet. "Relationships among metalinguistic awareness, cognitive development, verbal abilities and biliteracy in first grade early French immersion students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29933.
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The purpose of the current study was to investigate the relation of language and cognitive factors to biliteracy development among EFI first grade children. Variables of interest included phonological awareness, print awareness, level of operativity, English/French verbal ability, and influences in the home environment (e.g. socioeconomic status, parent's level of education, time spent on reading activities).
A battery of language, cognitive and reading tests was administered in Fall and again in Spring of the first grade to sixty-eight preliterate Anglophone children. A parent questionnaire yielded information pertaining to socioeconomic status, and reading related leizure activities in the home. A teacher questionnaire provided details which described the various classroom environments of the children in the study.
Results of correlational analyses indicate that phonological and print awareness both form a significant, positive relationship with French and English reading. Level of operativity and level of English verbal ability did not correlate significant with any measure of reading. The pattern of correlations between French verbal ability tasks and French/English reading was inconsistent. Four of the six French verbal measures correlated significantly, but weakly with French reading and only one measure formed a significant positive correlation with English reading.
Analyses of scatterplots which showed the relation of phonological abilities to
reading suggest that phonological awareness is a necessary, but not sufficient skill for learning to read. Several children who had mastered a French phonological test could not decode French words; however, there were no children who were good readers who did not score above the sample mean on at least one measure of phonological awareness.
Step-wise multiple regression analyses of sample performance on measures of reading and phonological awareness indicate print awareness is the best predictor of reading achievement in French and English. Scores on phonological measures were able to account for residual variance after print awareness had entered the equation.
Limitations and implications of the study are discussed and recommendations for further research are presented.<br>Arts, Faculty of<br>Psychology, Department of<br>Graduate
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Chen, Li-ying Lorinda, and 陳立穎. "Acquisition of Cantonese verbs in ostensive and non-ostensive contextsin three and four years old children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958527.
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