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Dissertations / Theses on the topic 'Language development in HI children'

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Published: 5 June 2025

Last updated: 2 August 2025

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1

Barnhart, Lindsay J. "Development of sign language for young children." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barnhartl.pdf.

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2

Hick, Rachel Fiona. "Language and memory development in children with Down syndrome and children with specific language impairment." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488023.

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3

Wilde, Heather Michelle. "The Variability in Children with Specific Language Impairment Compared to Children with Typical Language Development." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2330.

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The purpose of this study was to determine whether children with specific language impairment (SLI) are more or less variable than children with typically developing language. In addition, the within child variability for children with SLI was analyzed to consider how heterogeneity influenced identification of areas of linguistic strengths and weaknesses in this population. Fifty seven children with SLI, 7:0–11:0, and fifty seven of their peers with typically developing language were assessed using five subtests and a composite language score from the Comprehensive Assessment of Spoken Languag

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4

Mäkinen, L. (Leena). "Narrative language in typically developing children, children with specific language impairment and children with autism spectrum disorder." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526206981.

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Abstract This study examined Finnish children’s narrative skills using a picture-based story generation task. 4- to 8-year-old children with typical development (n = 172), 5- to 7-year-old children with specific language impairment (SLI) (n = 19) and 5- to 10-year-old children with autism spectrum disorder (ASD) (n = 16) participated in the study. Linguistic (productivity, syntactic complexity, grammatical accuracy) and pragmatic (referential accuracy, event content, mental state expressions, discourse features, and story comprehension) measures were used so as to gain a comprehensive picture

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5

Jones, Beth Ann. "Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5281.

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Language is the way in which individuals are able to express ideas, feelings, needs, expectations, and form relationships with others in their surrounding environment. A disruption in language development may negatively impact a child's social development. Research shows that children with language delays or disorders tend to have increased social and behavioral difficulties (Cantwell & Baker, 1977; Caulfield, Fischel, DeBaryshe, & Whitehurst, 1989). However, research has not examined temperament differences in young children with language delays or disorders. The question this study sought to

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6

Bain, Jody L. "Language development in children with attention deficit disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52751.pdf.

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7

Kellogg, Loretta Marcia. "Temperament and Language Development in First Grade Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5283.

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Many young children develop language over a broad range of ages yet present as having normal language development. When language development lags behind what is considered a normal time line, it is important to consider the various factors that may contribute to the delay in development. The purpose of the current study was to examine various aspects of temperament among three groups of children with varying language histories. The specific question to be answered was, do significant differences occur on parent and clinician questionnaires of temperament among three groups of first grade child

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8

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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9

Davies, Sharon M. "Patterns of understanding of prepositions among children showing typical language development and children with specific language impairment." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1446.

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The study examines how semantic features are configured by children diagnosed with Specific Language Impairment (SLI) and by children showing Typical Language Development (TLD) in their understanding of prepositions. Semantic Feature Analysis was used to analyse the research data. The findings reveal patterns of similarities and differences in the way semantic features are configured by the two cohorts. The study has ramifications for the learning outcomes of children with SLI.

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10

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

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11

Holm, Alison. "Speech development and disorder in bilingual children." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/183.

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Speech-language pathologists have no clear guidelines on how to assess, diagnose or treat bilingual children with speech disorders. This thesis addresses this issue. The phonological development of 91 Cantonese-English and Punjabi-English bilingual children is described. Two Cantonese-English bilingual children's phonological development over the year they were first exposed to English is also presented. The bilingual children's phonological systems were clearly differentiated. The bilingual children's speech also included many phonological processes that would be considered atypical for a mon

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12

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

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13

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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14

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

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

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15

Tsang, Kit-sheung Kitty. "Syntactic awareness and language development of Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209740.

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Thesis (B.Sc)--University of Hong Kong, 1998.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

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16

Janjua, Fatima. "Language and cognitive development in very young deaf children." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/68cb555b-3d31-49da-be84-e71d5b01bcd5.

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17

Belfiore, Kathleen. "Intervention History of Children with Slow Expressive Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4944.

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Children who are identified with slow expressive language development (SELD) around the age of two are producing less than fifty intelligible words or no two word phrases. Current research suggests that some children with SELD outgrow their delay while others continue to develop long term language difficulties. The literature shows varied findings of short term recovery but long term deficits, and shifts in the specific expressive language deficits ~s the child with SELD matures and encounters increased language demands. Suggestions are found for a mix of monitoring and early intervention, in

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18

Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.

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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of de

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19

Robinshaw, Helen Mary. "Communication and language development in deaf and hearing infants." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282934.

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20

Gauthier, Karine. "Language development in internationally-adopted children acquiring French as a "second first language"." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86603.

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Investigating the development of internationally-adopted (IA) children makes it possible to examine how early life experiences might affect later development and, in particular, the extent to which the language faculty is flexible and can adapt to a new language after interruption in acquisition of the birth language. The general purpose of the present research program was to study the ability of IA children to acquire their "second first language" and to identify factors that might favor or impede the development of their new language, French in the case of the studies presented in this thesi

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21

Sealey, Linda Rae. "Effects of language sampling task on language production in children with typical development." Oklahoma City : [s.n.], 2008.

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22

Janabi, Marrit. "Aspects of bilingual language development of Dutch children in Sydney." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25833.

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There have been enormous changes in migration patterns across the world in the last decades (Kerswill, 2006). Where 30 years ago people lived their entire lives in the same country or even the same town, these days it is not uncommon for families to spend time abroad. Nowadays international travel is more affordable and there is growing globalisation which has led to a smaller world that is more connected through the Internet and international trade. Along with the changes in globalisation and migration patterns, one should bear in mind that migration can influence language and (bilingual) lan

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23

Kwan, Che-ying, and 關之英. "Syntactic development of primary school children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244324.

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24

Dubé, Rita Vis. "Development of the picture story language instrument for deaf children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59580.pdf.

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25

Lee, Pui-ling Diana. "Bilingual language development in 4-year-old children in Hong Kong preschools." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35374950.

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26

Anderson, Diane Ellen. "Language impairment : morphosyntactic development and its neurological correlates /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9906478.

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27

Adams, Anne-Marie. "Phonological working memory and speech production in young children." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283918.

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28

Keung, Sau-ching Joyce. "The development of resultative and directional verb compounds in Cantonese-speaking preschool children." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005127.

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Thesis (B.Sc)--University of Hong Kong, 2007.<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, 2007." Includes bibliographical references (p. 28). Also available in print.

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29

Chi, Marilyn Mei-ying. "An exploration of the development of early literacy in Chinese-speaking children /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555441873.

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30

Madon, Zinnia. "Investigation of maze production in children with specific language impairment." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101867.

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Linguistic dysfluencies known as mazes have been interpreted clinically as reflecting breakdown in language formulation. Nevertheless, the relatively limited available research has suggested that maze frequency increases with linguistic complexity and that mazes are produced more frequently by children with specific language impairment (SLI) than normal language (NL) peers. This study examined the hypothesis that greater maze production by children with SLI results from their processing limitations. Language samples of school-age children with SLI (n = 9) and NL (n = 11) were collected in cont

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31

Lewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams, and Danielle Py. "An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.

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Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure

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32

Moffatt, Caroline Prater. "Language and Memory Development in the Three and Four Year Old." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4628.

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Although there is agreement in the literature that memory is required for language, there is disagreement as to whether certain memory abilities are prerequisite for language. There has been a significant amount of research in the field of memory development as it relates to language; however, little research has been done in the area of memory and language development in the preschool aged child. This study examined two aspects of auditory memory and language development in the preschool child: (a) the auditory memory abilities of delayed language children versus normal language children, and

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Hughes, Christine Ruth. "Trajectories of Language Development in At-Risk Children in Early Intervention." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/270.

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Prenatal cocaine exposure places infants at risk for developmental delays, particularly language delays (Chapman, 2000; Lester, LaGasse, & Seifer, 1998), which increase the likelihood that they will require special education services as children and show poor developmental outcomes (Delgado, Vagi, & Scott, 2006). This study used second-order latent growth curve modeling to identify the trajectory of language development of infants from 12 to 36 months of age who had completed a three-year early intervention program. This study also investigated the predictive ability of six factors related to

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34

Welburn, Barbara. "Language development among autistic children in integrated and special education settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63997.pdf.

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35

Papangeli, Angeliki. "language development and on-line processing in L1 and L2 children." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529963.

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36

Clayborne, Katherine. "Perceptions of How Infant-Directed Speech Influences Language Development in Children." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127216.

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<p> The present study was proposed to find out if there was a relationship between perceptions of exposure to infant-directed speech to children and their language development. This study contained 123 participants composed of undergraduate students. They were all asked to fill out the Language Development Questionnaire to measure their perceptions of the language skills of a child presented in a video. No significant relationship was found between use or non-use of infant directed speech and rating of language skills. Findings suggest that individuals may not necessarily perceive language ski

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37

Egger, Evelyn. "Development of biliteracy in bilingual children : effects on language and cognition." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78760/.

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The present thesis provides a comprehensive assessment of Greek-English bilingual children’s language and literacy skills in both languages as well as their cognitive abilities. Moreover, patterns of predictors of word reading and reading comprehension are compared between monolinguals and bilinguals, and across the two languages. Different indices of biliteracy were calculated to assess their predictive validity with regard to oral language and executive function skills. Results showed clear bilingual profile effects which were more pronounced in the minority language Greek. Vocabulary was fo

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38

Piette, Brec'hed. "Language switching and concept development in young Welsh/English bilingual children." Thesis, Sheffield Hallam University, 1990. http://shura.shu.ac.uk/20228/.

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This thesis is a study of language switching and concept development in Welsh-English bilingual children aged between 3 and 7 years. The main aim is to study these from an interdisciplinary perspective. A second aim is to increase knowledge of Welsh/English bilingualism. The literature review is wide-ranging, discussing both language switching, and bilingual language development. Studies of switching both within sentences and within conversations are considered, as are linguistic, sociological and psychological explanations for the phenomenon. Studies on cognitive differences between bilingual

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39

Baker, Alison Marie. "Language Profiles And Development Of Children With Childhood Apraxia Of Speech." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1584791531745808.

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40

Ornelas, Claudia. "Development of the video suggestibility scale for children spanish-language version /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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41

Abudarham, Samuel. "The receptive lexicon of dual language Gibraltarian primary school children." Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307884.

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42

Lim, Young Sook. "Facilitating young Korean children's language development through parent training picture book interaction /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.

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43

Byrne, Angela. "The development of reading skills in children with Down syndrome." Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364338.

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This longitudinal study charts the development and achievement in reading, language and memory skills of a representative group of children with Down syndrome in mainstream education. Twenty-four children with Down syndrome were followed over a 2 year period and compared to (i) children matched for reading age (N=31) and, (ii) average readers (N=42), from the same school classes as the children with Down syndrome. A battery of standardised assessments was administered annually to obtain measures of reading, language, memory, number skills, and general intelligence. On all three occasions the c

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44

McGahey, Holly Jannice. "Early Speech and Language Development: A Comparison of Typically Developing Children to Children with Cleft Palate." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0429104-112749/unrestricted/McGahey051804f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0429104-112749. Includes bibliographical references. Also available via Internet at the UMI web site.

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45

Demoville, Kathryn Lee. "The inclusion of parents in early childhood language and behavior development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2925.

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The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.

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46

Lynn, Timothy Forest. "Otitis media and language development in late talkers." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4100.

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While there is agreement in the literature that otitis media is an extremely prevalent disorder among young children, there is disagreement as to the effect that otitis media has on language development. The lack of definitive research attests to the complexity of the issue and to the need for continued research. This study examined the relationship between an early history of otitis media and the language development of a group of "late talkers". The 28 toddlers in this group, while otherwise normal, were late to begin to speak. Each of the subjects was placed into one of two subgroups, depen

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47

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

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

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48

Midford, Nicole Anne. "Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4612.

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Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However, it does not seem that communication and socialization are developing independently of each other. Rather, it seems that their development is interrelated.Children learn to speak in a social context, and social situations are necessary for the development of a variety of language structure~ On the same note, in order for those language structures to develop normally, it is necessary for the child to participate in differe

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49

Gergits, Elizabeth K. "The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524724.pdf.

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50

Lo, Bee Hong. "Indeterminacy in first and second languages: Case studies of narrative development of Chinese children with and without language disorder." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1353.

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Bilingual children with specific language impairment (SLI) from non English speaking background (NESB) present a major diagnostic problem to speech pathologist and educationist in an English speaking country. There has been no known study on the simultaneous narrative development involving bilingual Chinese children with and without SLI. This longitudinal case study examined the relationship of Chinese (L1) and English (L2) in narrative development in a child with no language difficulty (Child LN) and a child (Child L1) diagnosed as having SLI. The hypothesis posed for this study was that Chil

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