Relevant bibliographies by topics / Language development of adopted 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 'Language development of adopted children'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Language development of adopted children"

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Glennen, Sharon. "Language Development and Delay in Internationally Adoped Infants and Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (2002): 333–39. http://dx.doi.org/10.1044/1058-0360(2002/038).

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When children change cultures through adoption, they experience a transition from a birth first language to a new adoptive first language. Because adoptive families rarely speak the birth language, use of that language arrests at the time of adoption and undergoes attrition while the child learns the new adopted language. During this process, internationally adopted children have limited abilities in both languages. This makes it difficult to determine which children require speech and language services, and which will learn the new language spontaneously over time. This article reviews inform
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Roberts, Jenny A., Karen E. Pollock, Rena Krakow, Johanna Price, Kathleen C. Fulmer, and Paul P. Wang. "Language Development in Preschool-Age Children Adopted From China." Journal of Speech, Language, and Hearing Research 48, no. 1 (2005): 93–107. http://dx.doi.org/10.1044/1092-4388(2005/008).

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This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However, the vast majority scored within or well above the average range on 2 or more measures. Contrary to other reports on the language development of internationally adopted children, the results suggest that "second first language" acquisition proceeds rap
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Roberts, Jenny, Rena Krakow, and Karen Pollock. "Three perspectives on language development of children adopted from China." Journal of Multilingual Communication Disorders 1, no. 3 (2003): 163–68. http://dx.doi.org/10.1080/14769670310001603844.

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Scott, Kathleen A., Jenny A. Roberts, and Rena Krakow. "Oral and Written Language Development of Children Adopted From China." American Journal of Speech-Language Pathology 17, no. 2 (2008): 150–60. http://dx.doi.org/10.1044/1058-0360(2008/015).

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Scott, Kathleen, and Jenny Roberts. "Language Development of Internationally Adopted Children: The School-Age Years." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 14, no. 3 (2007): 12–17. http://dx.doi.org/10.1044/cds14.3.12.

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Hwa-Froelich, Deborah A., and Hisako Matsuo. "Pragmatic Language Performance of Children Adopted Internationally." American Journal of Speech-Language Pathology 28, no. 2 (2019): 501–14. http://dx.doi.org/10.1044/2018_ajslp-18-0075.

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Purpose Pragmatic language is important for social communication across all settings. Children adopted internationally (CAI) may be at risk of poorer pragmatic language because of adverse early care, delayed adopted language development, and less ability to inhibit. The purpose of this study was to compare pragmatic language performance of CAI from Asian and Eastern European countries with a nonadopted group of children who were of the same age and from similar socioeconomic backgrounds as well as explore the relationship among emotion identification, false belief understanding, and inhibition
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Glennen, Sharon, and M. Gay Masters. "Typical and Atypical Language Development in Infants and Toddlers Adopted From Eastern Europe." American Journal of Speech-Language Pathology 11, no. 4 (2002): 417–33. http://dx.doi.org/10.1044/1058-0360(2002/045).

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Longitudinal language development data were collected on 130 infants and toddlers adopted from Eastern Europe. The children were followed by means of parent surveys from the age at adoption up through age 36–40 months. The surveys collected data on expressive vocabulary growth, mean length of the three longest utterances, and development of four bound grammatical morphemes. Additional language data were collected using a modified version of the Rossetti Infant-Toddler Language Scale (1990). A multivariate factor analysis found no significant correlation between preadoption medical and developm
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Choi, Jiyoun, Anne Cutler, and Mirjam Broersma. "Early development of abstract language knowledge: evidence from perception–production transfer of birth-language memory." Royal Society Open Science 4, no. 1 (2017): 160660. http://dx.doi.org/10.1098/rsos.160660.

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Children adopted early in life into another linguistic community typically forget their birth language but retain, unaware, relevant linguistic knowledge that may facilitate (re)learning of birth-language patterns. Understanding the nature of this knowledge can shed light on how language is acquired. Here, international adoptees from Korea with Dutch as their current language, and matched Dutch-native controls, provided speech production data on a Korean consonantal distinction unlike any Dutch distinctions, at the outset and end of an intensive perceptual training. The productions, elicited i
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Gauthier, Karine, and Fred Genesee. "Language Development in Internationally Adopted Children: A Special Case of Early Second Language Learning." Child Development 82, no. 3 (2011): 887–901. http://dx.doi.org/10.1111/j.1467-8624.2011.01578.x.

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GAUTHIER, K., F. GENESEE, M. E. DUBOIS, and K. KASPARIAN. "Communication patterns between internationally adopted children and their mothers: Implications for language development." Applied Psycholinguistics 34, no. 2 (2011): 337–59. http://dx.doi.org/10.1017/s0142716411000725.

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ABSTRACTThis study presents findings on patterns of communication between internationally adopted children and their mothers in order to better understand the nature of these interactions and their influence on language learning. We examined maternal language use and joint attention behaviors of mothers and their children in 21 mother–child pairs: 10 pairs included children adopted from China living in francophone families, and 11 included francophone children living with their biological families; all were matched for socioeconomic status, sex, and age. The children were, on average, 15 month
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Dissertations / Theses on the topic "Language development of adopted children"

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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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Scherer, Nancy J., A. P. Kaiser, J. Frey, and Sarah Boyce. "Early Speech & Language Development in Internationally Adopted Children with Repaired Cleft Palate." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1538.

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Delcenserie, Audrey. "Language and verbal memory abilities of internationally adopted children from China." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123052.

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The purpose of the present research program was to investigate IA children's language abilities during school age in order to see whether the difficulties reported in this population at younger ages persist (e.g., Gauthier & Genesee, 2011) or if they decrease with more exposure to the adopted language. Another goal was to investigate if IA children have verbal memory difficulties in addition to their language lags. Note that these studies all compared IA children to non-adopted monolingual French-speaking children matched on age, gender, and socio-economic status.Study 1 evaluated the language
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Fredriksson, Erika. "Internationellt adopterade barns språk- och kunskapsutveckling utifrån ett föräldraperspektiv : Intervju med tolv stycken föräldrapar." Thesis, Uppsala universitet, Institutionen för utbildning, kultur och medier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-153618.

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Forskningen om internationellt adopterade barn har visat att dessa barn löper en större risk att få språkliga problem, jämfört med sina jämnåriga kamrater. Framförallt har problemen förknippats med svårigheter med abstrakt tänkande, även svårigheter med matematik har uppmärksammats. Forskning visar att de språkliga svårigheterna finns hos närmare hälften av alla internationellt adopterade och det som framkommit är att svårigheterna kan uppstå av två orsaker. De orsakerna som nämnts är i första hand den så kallade språkbrytningen medan den andra orsaken beror på brist på bra mat och uppmärksamh
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Sirous, Robert. "Utlandsadopterade i behov av särskilt stöd?" Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1730.

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<p>The purpose of this study is to find whether there is any truth in the thesis that adopted children from abroad is in greater need of special support, in particular regarding factors that might inhibit the language development that may cause language problems.</p><p>To achieve knowledge for this study, the methods have been to seek and analyze literature that discusses theories about language development and language socialization. To understand if theory and reality is cohesive, two interviews was conducted with special teachers that have had experiences teaching adopted children, analyzes
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Ramonaitė, Jogilė Teresa. "Acquisition of Italian as a second language: the situation of adoption from Lithuania." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130625_151252-22466.

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The aim of this dissertation is to analyze the linguistic development of Lithuanian children adopted to Italy focusing on the expression of action (and state) as one of the most important communicative tasks; to define the stages of acquisition of Italian as a second language, the speed with which the stages occur and the factors that influence it; to investigate the position of Lithuanian in the linguistic repertoire of the adopted children. In order to achieve these goals a sociolinguistic survey of adoptive parents has been conducted, adopted children have been observed for a year after the
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Mullin, Elizabeth M. "Ethnic identity development in inter-country adopted early adolescent girls /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/177.pdf.

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Morison, Sara J. "Predictors of the cognitive development of children adopted from Romanian orphanages." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24336.pdf.

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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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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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Books on the topic "Language development of adopted children"

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Genesee, Fred, and Audrey Delcenserie, eds. Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.

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Geer, Boel De. Internationally adopted children in communication: A developmental study. Lund University, Dept. of Linguistics, 1992.

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Higgins, Louise. Language development. Films for the Humanities & Science, 1995.

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Supporting development in internationally adopted children. Paul H. Brookes Pub., 2012.

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Lois, Bloom, ed. Language disorders and language development. Macmillan, 1988.

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Language development: Understanding language diversity in the classroom. SAGE, 2011.

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Harris, John. Early Language Development. Taylor & Francis Group Plc, 2004.

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Reich, Peter A. Language development. Prentice-Hall, 1986.

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1963-, Grayson Andrew, ed. Cognitive and language development in children. Open University, 2004.

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Language development in the pre-school years. Cambridge University Press, 1985.

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Book chapters on the topic "Language development of adopted children"

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Glennen, Sharon L. "Speech And Language Development In Adopted Children." In The Routledge Handbook Of Adoption. Routledge, 2020. http://dx.doi.org/10.4324/9780429432040-24.

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Scott, Kathleen A., and Jenny A. Roberts. "Chapter 3. Language development during the preschool years." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.04sco.

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Norrman, Gunnar, Kenneth Hyltenstam, and Emanuel Bylund. "Chapter 5. Long-term language development in international adoptees." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.06nor.

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Finet, Chlöe, Harriet J. Vermeer, Femmie Juffer, Guy Bosmans, and Patricia Bijttebier. "Chapter 2. Children’s cognitive development after adoption." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.03fin.

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Pierce, Lara J., Fred Genesee, and Denise Klein. "Chapter 7. Language loss or retention in internationally-adopted children." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.08pie.

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Glennen, Sharon. "Chapter 6. Speech and language clinical issues in internationally-adopted children." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.07gle.

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Genesee, Fred. "Introduction." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.01gen.

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Rice, Jessica, Andrea Jackson, E. Emily Mahoney, and Tony Xing Tan. "Chapter 1. Pre-adoption stress, adversity and later development in IA children." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.02ric.

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Delcenserie, Audrey. "Chapter 4. Language, cognitive, and academic abilities of school-age internationally-adopted children." In Starting Over – The Language Development in Internationally-Adopted Children. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/tilar.18.05del.

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Hwa-Froelich, Deborah A. "Infants and Children Adopted Internationally." In Handbook of Pragmatic Language Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74985-9_20.

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Conference papers on the topic "Language development of adopted children"

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Kurniati, Erisa, Muhammad Zaim, Jufrizal Jufrizal, and Jufri Jufri. "Gadget on Children Language Development." In Proceedings of the 2nd EAI Bukittinggi International Conference on Education, BICED 2020, 14 September, 2020, Bukititinggi, West Sumatera, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-9-2020.2305667.

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Sanguino, Mónica. "ORAL LANGUAGE ACQUISITION IN CHILDREN WITH DOWN SYNDROME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0715.

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Oktafianto, Kurnia, Siti Masitoh, and Hendratno Hendratno. "The Effect of Multisensory Method on Children Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.61.

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Widiyaningrum, Novita, Siti Masitoh, and Rachma Hasibuan. "The Influence of Storytelling Method on Children Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.62.

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Zakova, Iva. "ANALYSIS OF THE LEVEL OF LANGUAGE SKILLS OF PRESCHOOL CHILDREN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0287.

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Purbaningrum, Endang, and Khofidotur Rofiah. "The Impact of Language Skills Guidance on Children With Hearing Impairment Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.108.

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Henderson, Valerie, Seungyon Lee, Helene Brashear, Harley Hamilton, Thad Starner, and Steven Hamilton. "Development of an American Sign Language game for deaf children." In Proceeding of the 2005 conference. ACM Press, 2005. http://dx.doi.org/10.1145/1109540.1109550.

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Brashear, Helene, Valerie Henderson, Kwang-Hyun Park, Harley Hamilton, Seungyon Lee, and Thad Starner. "American sign language recognition in game development for deaf children." In the 8th international ACM SIGACCESS conference. ACM Press, 2006. http://dx.doi.org/10.1145/1168987.1169002.

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Ulfa, Maria. "Effectiveness of Draw Cards for Language Development of Dislexia Children." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009447902840290.

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Ritonga, Dwi Herawati, Sri Sofyani, and Lily Irsa. "Relationship between Bilingual Environment and Indonesian Language Development in Children." In International Seminar on Public Health and Education 2018 (ISPHE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/isphe-18.2018.65.

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Reports on the topic "Language development of adopted children"

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Kellogg, Loretta. Temperament and Language Development in First Grade Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7156.

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Belfiore, Kathleen. Intervention History of Children with Slow Expressive Language Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6820.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PIS
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Jones, Beth. Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7154.

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McFarland, Lisa. A study of the narrative skills in kindergarten children with normal, impaired, and late developing language development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6294.

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Coloma, Carmen Julia, Claudia Araya, and Camilo Quezada. Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/sintagma.2019.31.06.

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Andrews, David. A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6634.

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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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Saltus, Christina, Todd Swannack, and S. McKay. Geospatial Suitability Indices Toolbox (GSI Toolbox). Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/41881.

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Habitat suitability models are widely adopted in ecosystem management and restoration, where these index models are used to assess environmental impacts and benefits based on the quantity and quality of a given habitat. Many spatially distributed ecological processes require application of suitability models within a geographic information system (GIS). Here, we present a geospatial toolbox for assessing habitat suitability. The Geospatial Suitability Indices (GSI) toolbox was developed in ArcGIS Pro 2.7 using the Python® 3.7 programming language and is available for use on the local desktop i
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Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002901.

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Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment
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