Relevant bibliographies by topics / English language Children Comprehension in children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language Children Comprehension in children'

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

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Journal articles on the topic "English language Children Comprehension in children"

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Crume, Peter K., Amy Lederberg, and Brenda Schick. "Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children." Journal of Deaf Studies and Deaf Education 26, no. 1 (2020): 159–69. http://dx.doi.org/10.1093/deafed/enaa033.

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Abstract Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to assess their capacity to use ASL or English-like signing in nine different languages and reading tasks. Our results found that there was no significant difference in the deaf children’s ability to comprehend narratives in ASL compared to when t
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Mesa, Carol, and Gloria Yeomans-Maldonado. "English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children." Journal of Speech, Language, and Hearing Research 64, no. 3 (2021): 889–908. http://dx.doi.org/10.1044/2020_jslhr-20-00379.

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Purpose The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were 1administered in kinderga
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Kan, Rachel T. Y., and Victoria A. Murphy. "Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language." Studies in Second Language Learning and Teaching 10, no. 3 (2020): 579–605. http://dx.doi.org/10.14746/ssllt.2020.10.3.8.

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Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing few
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Bunta, Ferenc, and Michael Douglas. "The Effects of Dual-Language Support on the Language Skills of Bilingual Children With Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers." Language, Speech, and Hearing Services in Schools 44, no. 3 (2013): 281–90. http://dx.doi.org/10.1044/0161-1461(2013/12-0073).

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PurposeThe present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared.MethodThe language skills of 40 children with HL (20 bilingual Spanish–English-speaking and 20 monolingual English-speaking) were examined using the Auditor
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Steinlen, Anja K. "The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school." Studies in Second Language Learning and Teaching 7, no. 3 (2017): 419–42. http://dx.doi.org/10.14746/ssllt.2017.7.3.4.

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Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested
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HURTADO, NEREYDA, THERES GRÜTER, VIRGINIA A. MARCHMAN, and ANNE FERNALD. "Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers." Bilingualism: Language and Cognition 17, no. 1 (2013): 189–202. http://dx.doi.org/10.1017/s136672891300014x.

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Research with monolingual children has shown that early efficiency in real-time word recognition predicts later language and cognitive outcomes. In parallel research with young bilingual children, processing ability and vocabulary size are closely related within each language, although not across the two languages. For children in dual-language environments, one source of variation in patterns of language learning is differences in the degree to which they are exposed to each of their languages. In a longitudinal study of Spanish/English bilingual children observed at 30 and 36 months, we aske
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Tomblin, J. Bruce, Linda Spencer, Sarah Flock, Rich Tyler, and Bruce Gantz. "A Comparison of Language Achievement in Children With Cochlear Implants and Children Using Hearing Aids." Journal of Speech, Language, and Hearing Research 42, no. 2 (1999): 497–511. http://dx.doi.org/10.1044/jslhr.4202.497.

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English language achievement of 29 prelingually deaf children with 3 or more years of cochlear implant (CI) experience was compared to the achievement levels of prelingually deaf children who did not have such CI experience. Language achievement was measured by the Rhode Island Test of Language Structure (RITLS), a measure of signed and spoken sentence comprehension, and the Index of Productive Syntax (IPSyn), a measure of expressive (signed and spoken) English grammar. When the CI users were compared with their deaf age mates who contributed to the norms of the RITLS, it was found that CI use
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CARLISLE, JOANNE F., MARGARET BEEMAN, LYLE HULL DAVIS, and GALILA SPHARIM. "Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual." Applied Psycholinguistics 20, no. 4 (1999): 459–78. http://dx.doi.org/10.1017/s0142716499004014.

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This study investigated the developing metalinguistic capabilities of Hispanic primary school children who are becoming bilingual but whose English reading achievement is below average. Two questions were posed: first, do native- and second-language vocabulary and degree of bilingualism contribute to performance on a metalinguistic task (defining words) and, second, do native- and second-language vocabulary and metalinguistic development at the word level significantly predict reading comprehension in the spring? The results showed that performance on the definition task in English and in Span
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Speidel, Gisela E., Roland G. Tharp, and Linda Kobayashi. "Is there a comprehension problem for children who speak nonstandard English? A study of children with Hawaiian-English backgrounds." Applied Psycholinguistics 6, no. 1 (1985): 83–96. http://dx.doi.org/10.1017/s0142716400006020.

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ABSTRACTStudents speaking Hawaiian-English may have difficulty understanding the information presented in the classroom and thereby have less success at school. Children from standard English-speaking backgrounds and from Hawaiian-English-speaking backgrounds were randomly assigned to one of six listening conditions. The conditions consisted of the same selections, but the selections were either in standard English, standard English with Hawaiian pronunciation, or Hawaiian-English. Each of these three versions, in turn, had a simple or a complex syntax version. The semantic content remained co
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Baoqi, Sun, Guangwei Hu, and Xiao Lan Curdt-Christiansen. "Metalinguistic contribution to reading comprehension: A comparison of Primary 3 students from China and Singapore." Applied Psycholinguistics 41, no. 3 (2020): 657–84. http://dx.doi.org/10.1017/s0142716420000132.

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AbstractThis study examined the within- and cross-language metalinguistic contribution of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to reading comprehension in monolingual Chinese-speaking children from Mainland China (n = 190) and English–Chinese bilingual children from Singapore (n = 390). Moreover, the effect of home language use on the relationship between metalinguistic awareness and reading performance was investigated. For monolingual children, hierarchical regression analyses revealed that after partial
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Dissertations / Theses on the topic "English language Children Comprehension in children"

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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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Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.

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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.
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Johnson, Glenn Albert. "Not another white elephant! : children's understanding of unfamiliar phrasal idioms, or, paralysis by analysis? /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8195.

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Burgoyne, Kelly. "The comprehension skills of children learning English as an additional language (EAL)." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/20233/.

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The attainment gap between monolingual, English-speaking children and children learning EAL is a continuing cause for concern (NALDIC, 2004). Investigations into EAL learners' literacy skills have identified comprehension as a key area of difficulty for this group (e.g. Hutchinson, Whiteley, Smith & Connors, 2003). For monolingual children, difficulties with comprehension impact on learning and attainment across the curriculum (Cain & Oakhill, 2006). Increasing our understanding of the comprehension difficulties faced by children learning PAL may, therefore, contribute to an understanding of t
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Murray, Yvonne Inguanzo. "How Mexican American bilingual children use Spanish to construct meaning for English text comprehension /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Nel, Joanine Hester. "The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97144.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: This study investigated the comprehension and production of articles, quantifiers, binding relations and passive constructions as later developing constructions (LDCs) by 27 Grade (Gr) 1 monolingual Afrikaans-speaking learners with Afrikaans as language of learning and teaching (LOLT), 31 bilingual isiXhosa-speaking learners with English as LOLT and 31 monolingual isiXhosa-speaking learners with isiXhosa as LOLT in three non-fee-paying schools, each in a different low socio-economic status area, in the Stellenbosch area of
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McKendry, Mairéad. "Investigating the relationship between reading comprehension and semantic skill in children with English as an Additional Language : a focus on idiom comprehension." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:57e1ba53-59b2-45a7-8e8c-7f5de6362dc9.

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The current study builds upon previous UK EAL research by i. sampling EAL children who do not struggle with reading comprehension and ii. investigating participants’ semantic ability at the word, sentence and discourse levels. Four groups of 9-10 year old children were recruited: EAL Average Readers; EL1 Average Readers; EAL Above Average Readers; EL1 Above Average Readers. At the word level, EL1 participants significantly outperformed EAL participants on 2 out of 6 vocabulary measures administered (TOWK Expressive Vocabulary and Multiple Contexts). The results of an idiom comprehension measur
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Cena, Johanna E. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10200.

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Versteeg, Kathleen Gray. "An investigation of the effect of using varying stimuli to assess normal children's comprehension of five locative prepositions." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3849.

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The questions posed in this study were: Are there significant differences among various tasks for eliciting five locative prepositions, and, if so, do tasks vary in their effectiveness according to the age of the children? Sixty children, ten within each of six age groups, aged eighteen to forty-eight months, participated in the study. All the children had normal language and hearing abilities. An investigator-developed assessment, the Test for Comprehension of Five Locative Prepositions, was administered to each child by the investigator. The Test for Comprehension of Five Locative Prepositio
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Kulich, Lynne Schlarb. "The English Reading Development of Karen Children Using the Fluency Development Lesson in an Intensive English Language Program: Three Descriptive Case Studies." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258493882.

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Books on the topic "English language Children Comprehension in children"

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Jacqui, Woodcock, ed. Teaching children to listen: A practical approach to developing children's listening skills. Continuum International Pub. Group, 2010.

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Akinyemi, Rowena. The children of the New Forest. Oxford University Press, 2008.

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Akinyemi, Rowena. The children of the New Forest. Oxford University Press, 2008.

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Glazer, Susan Mandel. Teaching all children to write: A little comprehensive guide. Christopher-Gordon Publishers, 2001.

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Gorman-Gard, Kathleen A. Figurative language: A comprehensive program. 2nd ed. Thinking Publications, 2002.

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Gorman-Gard, Kathleen A. Figurative language: A comprehensive program. Thinking Publications, 1992.

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Akinyemi, Rowena. The children of the New Forest. Oxford University Press, 2008.

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Constant, Clare. Developing comprehension skills: [for key stage three tests]. Heinemann, 1997.

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Black, Alison. A comprehensive guide to readers theatre: Enhancing fluency and comprehension in middle school and beyond. International Reading Association, 2007.

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SPARC for phonological awareness and listening comprehension: Stimulus pictures for assessment, remediation, and carryover. LinguiSystems, 1997.

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Book chapters on the topic "English language Children Comprehension in children"

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Oakhill, Jane, and Kate Cain. "Children with specific text comprehension problems." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.20oak.

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Eisele, Julie A. "Selective Deficits in Language Comprehension Following Early Left and Right Hemisphere Damage." In Acquired Aphasia in Children. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3582-5_18.

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Knoeferle, Pia. "Visually Situated Language Comprehension in Children and in Adults." In Attention and Vision in Language Processing. Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2443-3_4.

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Andreu, Llorenç, Nadia Ahufinger, Laura Ferinu, Fernanda Pacheco, Roser Colomé, and Mònica Sanz-Torrent. "Real-time comprehension of sentences in children with SLI." In Atypical Language Development in Romance Languages. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.223.09and.

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Winitz, Harris. "Language Acquisition in Children: The Development of Syntax." In Comprehension Strategies in the Acquiring of a Second Language. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52998-7_5.

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Coloma, Carmen Julia, and María Mercedes Pavez. "Narrative Comprehension and Language Skills in Chilean Children with Specific Language Impairment." In Language Development and Disorders in Spanish-speaking Children. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53646-0_13.

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Pinter, Annamaria. "Task Repetition with 10-year-old Children." In Teachers Exploring Tasks in English Language Teaching. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_11.

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Wimmer, Eva, and Martina Penke. "The comprehension of wh-questions and passives in German children and adolescents with Down syndrome." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/lald.64.12wim.

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Hong, Min. "Creating Meaningful Contexts in Schools for English Language Learners." In Promoting Social Justice for Young Children. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0570-8_11.

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Lewis, Alan B. Cobo, Rebecca E. Eilers, Barbara Zurer Pearson, and Vivian C. Umbel. "Chapter 6: Interdependence of Spanish and English Knowledge in Language and Literacy Among Bilingual Children." In Language and Literacy in Bilingual Children, edited by Kimbrough Oller and Rebecca Eilers. Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853595721-007.

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Conference papers on the topic "English language Children Comprehension in children"

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

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate t
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature
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Harahap, Inatigris Anggriani. "The Analysis of Foreign Language Comprehension of Primary School Children." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.035.

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Tsui, Rachel Ka-Ying, Xiuli Tong, and Leo Shing-Chun Fung. "The role of prosodic reading in English reading comprehension among Cantonese-English bilingual children." In Speech Prosody 2016. ISCA, 2016. http://dx.doi.org/10.21437/speechprosody.2016-119.

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Solorio, Thamar, and Yang Liu. "Using language models to identify language impairment in Spanish-English bilingual children." In the Workshop. Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1572306.1572337.

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Fan, Min, and Alissa N. Antle. "An english language learning study with rural chinese children using an augmented reality app." In IDC '20: Interaction Design and Children. ACM, 2020. http://dx.doi.org/10.1145/3392063.3394409.

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Nikmah, Mahsyurotun. "Multimodal Analysis in English Teaching Video for Pre-School Children." In International Conference on Language Phenomena in Multimodal Communication (KLUA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/klua-18.2018.12.

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Mustapha, Safinaz, Chan Chen Hao, and Rusyaizila Ramli. "Analyzing and Enriching English Language Proficiency in Children Using Interactive Storybook." In 2019 IEEE 7th Conference on Systems, Process and Control (ICSPC). IEEE, 2019. http://dx.doi.org/10.1109/icspc47137.2019.9067993.

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Kosheleva, Ekaterina M. "DIDACTIC GAME AS A METHOD OF TEACHING CHILDREN IN THE ENGLISH LANGUAGE." In Current Issues in Modern Linguistics and Humanities. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/09321-2019-226-238.

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Zia-ul-Haque, Qazi S. M., Zhiliang Wang, Cunyang Li, Juan Wang, and Yujun. "A Robot that learns and teaches english language to native Chinese children." In 2007 IEEE International Conference on Robotics and biomimetics (ROBIO). IEEE, 2007. http://dx.doi.org/10.1109/robio.2007.4522315.

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Reports on the topic "English language Children Comprehension in children"

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Castellanos, Katie. Communication Methods in Healthcare for Latinos with Limited English Proficiency: Physician Language Concordance and Children as Translators. Portland State University Library, 2016. http://dx.doi.org/10.15760/honors.252.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D
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