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Chan, Sin-kiu. "Properties of preschool Chinese implications for learning to read /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38885499.
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Thesis (B.Sc.)--University of Hong Kong, 2003."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, 2003." Includes bibliographical references (p. 29-30) Also available in print.
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Markowsky, Mary Elaine. "The effects of an oral language supplement on writing to read for at risk and average kindergarten children /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778160.
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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.Typescript; issued also on microfilm. Sponsor: Jeannette E. Fleischner. Dissertation Committee: Linda Hickson Bilsky. Bibliography: leaves 141-157.
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Udaka, Itsuko Jaime. "Cross-age peer tutoring in dialogic reading effects on the language development of young children /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/127/.
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Smith, Margaret Anne. "Parents reading aloud to their children." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.
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Tozzo, Ana Paula Silva. "Leitura em voz alta: julgamento de crianças quanto aos parâmetros de expressividade oral utilizados pelo professor." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20749.
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Introduction: reading aloud by the teacher of early childhood education in the process of formation of the reading child is important and this is emphasized in the oral expressiveness. Objective: to investigate the judgment of children regarding the use of oral expressiveness parameters in reading aloud, at the moments before and after speech-language intervention. Method: this research was carried out in two stages. In the first one, two teachers participated in a workshop that worked with the resources of expressivity oral, in situation of reading aloud. Before and after this intervention, audiograved material was collected in which the teachers read a story. Oral expression parameters were studied in loud reading, such as pause, articulation, resonance, pitch and intensity, as well as questions related to breathing, with a focus on pneumono - articular coordination. In the second stage, this material was presented individually and randomly to 54 children between 5 and 6 years of age regularly enrolled in Pre-II in Early Childhood Education to verify if they perceived a difference in pre- and post-intervention recordings and by which they chose. Those who chose post-intervention were grouped into small groups to justify their choices. The data collected in the first stage were analyzed by the children in the light of a perceptive auditory evaluation. Result: the teachers reported improvement after the intervention with special attention in increasing the time and in the use of the expressive elements. There was a statistically significant association between the hearing condition. In the justifications of the children there was an association of sense and sometimes of sound from their listening. When the occurrences were quantified, it was verified that the expressive effects adopted by the teachers were associated more with the sense of voice (39) than with sound (27). Conclusion: the children, when judging the excerpts from reading aloud, before and after the speech therapy intervention with two teachers, were able to perceive differences in oral expressiveness emphasized more by expressions related to sense
Introdução: a leitura em voz alta realizada pelo professor de educação infantil no processo de formação da criança leitora é importante e essa se dá com ênfase na expressividade oral. Objetivo: investigar o julgamento de crianças quanto ao uso de parâmetros de expressividade oral em leitura em voz alta, nos momentos pré e pós-intervenção fonoaudiológica. Método: esta pesquisa foi realizada em duas etapas. Na primeira, dois professores participaram de uma oficina que trabalhou com os recursos de expressividade oral, em situação de leitura em voz alta. Antes e após essa intervenção, foi coletado material audiogravado em que as professoras leram uma história. Foram trabalhados parâmetros de expressividade oral na leitura em voz alta, tais como, pausa, articulação, ressonância, pitch e intensidade, além de questões referentes à respiração, com enfoque na coordenação pneumofonoarticulatória. Na segunda etapa, esse material foi apresentado individualmente e de forma aleatória para 54 crianças entre 5 e 6 anos de idade regularmente matriculada no Pré II na Educação Infantil para verificar se perceberam diferença nas gravações pré e pós-intervenção e por qual optaram. As que escolheram a pós-intervenção, foram reunidas em pequenos grupos para justificar suas escolhas. Os dados coletados na primeira etapa foram analisados pelas crianças à luz de uma avaliação perceptivo auditiva. Resultado: as professoras referiram melhora após a intervenção com especial atenção no aumento do tempo e no aproveitamento dos elementos expressivos. Houve associação estatisticamente significativa entre a condição ouvida. Nas justificativas das crianças houve uma associação ora do sentido, ora do som a partir de suas escutas. Quantificadas as ocorrências, verificou-se que os efeitos expressivos adotados pelas professoras associaram-se mais ao sentido da voz (39) do que ao som (27). Conclusão: as crianças, ao julgarem os trechos da leitura em voz alta, realizadas antes e após a intervenção fonoaudiológica com dois professores, foram capazes de perceber diferenças na expressividade oral salientadas mais por expressões relacionadas ao sentido
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Taylor, Nicole A. "Evaluating the Relationship Among Parents' Oral and Written Language Skills, the Home Literacy Environment, and their Preschool Children's Emergent Literacy Skills." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/epse_diss/74.
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Studies have examined the impact of parents’ educational level on their child’s emergent literacy skills and have found positive associations (Korat, 2009). However, a review of the literature indicates that previous studies have not investigated whether parents’ oral and written language skills relate to their child’s emergent oral and written language skills. This is important in light of the fact that parents’ educational level does not provide a complete picture of their academic skills (Greenberg, 1995). In addition to parental characteristics, the home literacy environment (HLE) is seen as important in the growth of children’s emergent literacy skills (Hood, Conlon, & Andrews, 2008). The two studies in this investigation explored the relationships among parental oral and written language skills, the HLE, and preschoolers’ emergent literacy skills. Both studies included 96 parent-child dyads. The first study examined the relationship between parents’ oral and written language skills and their preschoolers’ oral and written language skills. All participants were assessed on various oral and written language measures. Descriptive analyses, one-way Analysis of Variance (ANOVA), correlations, and regressions were conducted to assess the relationships between the parent skills and child skills. Most of the parental skills were found to have a relationship with the child skills. The second study extended the first study by examining the relationships between parental responses on a Home Literacy Environment Survey (HLES) and Title Recognition Test (TRT) of children’s books, parental characteristics (educational level and oral and written language skills), and children’s emergent literacy skills. Descriptive analyses, one-way ANOVA, correlations, and regressions were employed to gain information about the relationships among the variables. The HLE (measured by responses to the HLES and TRT) had positive relationships with parents’ skills and children’s skills. However, the HLE did not predict the children’s skills beyond the contribution of parental characteristics. Interpreting the results of this study promotes thought about the specific role of the HLE as a potential mediator between parental characteristics and child skills. Altogether, both studies provide preliminary information about parental factors that may influence preschoolers’ emergent literacy skills.
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Gutå, Åsa, and Frida Jägbeck. "Barnlitteratur och högläsning i förskola och hem." Thesis, Stockholm University, The Stockholm Institute of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7617.
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Vårt syfte med examensarbetet har varit att undersöka hur förskollärare och föräldrar arbetar med barnlitteratur och högläsning i förskola och hem. Vi intervjuade därför fyra förskollärare samt lät föräldrarna till de barn som går på intervjupersonernas avdelningar fylla i en enkät. För att få kunskap om varför och hur man kan arbeta med barnlitteratur och högläsning använde vi oss av litteraturundersökning. Genom vårt intervjumaterial fann vi att förskollärarna arbetar med barnlitteratur och högläsning i olika grad och med olika metoder. Alla föräldrar i vår enkätundersökning läser högt för sina barn. Samtliga förskollärare och en majoritet av föräldrarna använder sig av bibliotek. Det finns ett samarbete mellan förskola och bibliotek men inget samarbete mellan förskola och hem när det gäller barnlitteratur och högläsning.
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Du, Yanlin Rennan. "Oral health of preschool children with and without cerebral palsy." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B44173520.
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Panickar, Jayachandran. "Oral prednisolone for preschool children with acute virus-induced wheezing." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/28496.
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Background: Attacks of wheezing induced by upper respiratory viral infections are common in preschool children between the ages of 10 months and 6 years. Systematic review assessing the efficacy of various medications in the management of viral wheeze in this age group found no evidence for routine use of inhaled corticosteroids. A short course of oral prednisolone is widely used to treat preschool children with wheezing who present to a hospital, but there is conflicting evidence regarding its efficacy in this age group. Methods: We conducted a randomised, double-blind, placebo-controlled trial comparing a 5 day course of oral prednisolone (10mg once a day for children 10 to 24 months of age and 20 mg once a day for older children) with placebo in 700 children between the ages of 10 months and 60 months. The children presented to three hospitals in England with an attack of wheezing associated with a viral infection; 687 children were included in the intention-to-treat analysis (343 in the prednisolone group and 344 in the placebo group). The primary outcome was the duration of hospitalisation. Secondary outcomes were the score on the Preschool Respiratory Assessment Measure, salbutamol use, and a 7-day symptom score. Results: There was no significant difference in the duration of hospitalisation between the placebo group and the prednisolone group (13.9 hours vs. 11.0 hours; ratio of geometric means, 0.90; 95% confidence interval, 0.77 to 1.05) or in the interval between hospital admission and signoff for discharge by a physician. In addition, there was no significant difference between the two study groups for any of the secondary outcomes or for the number of adverse events. Conclusion: In preschool children presenting to a hospital with mild-to-moderate wheezing associated with a viral infection, treatment with oral prednisolone was not superior to placebo. Our results suggest that oral prednisolone should not be routinely given to preschool children presenting to the hospital with acute, mild-to-moderate virus-induced wheezing.
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Du, Yanlin Rennan, and 杜妍霖. "Oral health of preschool children with and without cerebral palsy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44173520.
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Kirkpatrick, Anne. "Shared reading interactions : identifying and developing reading behaviours between parents and preschool children." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/15050/.
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Research has shown that parent-child shared reading interactions in the preschool period can enhance children's early language and literacy skills, and it is acknowledged that the way parents read with their children is particularly important. This thesis explores the shared reading behaviours of parents and young children in order to identify and develop reading behaviours, especially those that may promote language and literacy skills. Two studies are reported. First, a short, intensive, techniques-based reading intervention programme, called 'dialogic reading' designed to enhance children's language skills was carried out using an experimental design. Programme group parents were shown a number of 'dialogic' techniques to use when reading with their children. Interviews showed that parents were implementing the techniques and that they valued the programme. The early literacy skills of the programme group were significantly enhanced by the intervention although there were no effects on their language skills. The second study explored in some depth how parents and children read together, and whether behaviours that promoted language and literacy development could be identified. Eight mothers with three-year-old children from varying socioeconomic backgrounds were videotaped reading together. Two methods of analysis were employed: a holistic and a more systematic approach. There were substantial differences in the ways mothers and children read, although all mothers used a wide variety of reading behaviours. There was evidence that referring to abstract events and situations, or high-level demand language, promoted language and literacy development. All mothers used some dialogic behaviours, particularly when supporting their children's attempts to read to them. Study 2 also demonstrated that the type of books read affected interactions, with expository books generating the most interaction. Dyads ranked higher on a measure of education and occupation, the educational occupational ranking (EOR), tended to engage in the highest levels of participation, high-level demand language and the longest episodes. The findings show that the range of shared reading behaviours used by parents is far more extensive than those promoted by dialogic reading; indeed, dialogic reading largely overlooks important behaviours, such as high-level demand language.
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Lee, Lian-Ju. "Emergent literacy in Chinese: Print awareness of young children in Taiwan." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184889.
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The purpose of this study has been to discover print awareness of kindergarten children in Taiwan and the evidence that they are constructing knowledge about written Chinese. The study utilized Print Awareness Tasks including twenty environmental print items chosen from the Taiwanese society. Sixteen kindergartners age from three to six were the informants. These children were asked to read and respond to environmental print items with a different degree of decontextualization in each of the two task sessions. The results of the study showed that kindergarten children in Taiwan are highly aware of print in their environment. These young children demonstrated high semantic intent when they read environmental print. They used various information sources available to them, which include contextual clues in the print setting and their personal experience and background knowledge. They also showed that they used their developing concepts about the Chinese writing system as linguistic strategies to help them read the print items. There were differences between the responses to the two task sessions in terms of semantic and pragmatic characteristics and use of information. The contextual clues appeared to play a significant role in reading of environmental print. There were also differences between age groups. Three and six year olds differed from other age groups in terms of the semantic and pragmatic characteristic of their responses and their use of information. The children demonstrated that they were developing important concepts about the Chinese writing system. They were hypothesizing the representational relationships in language between: (a) written representation and the object it represents; (b) written representation and oral utterance--character-syllable correspondence; and (c) segmentation in written representation--language units. Most of the children had developed the concept of character as a written segment and word as a semantic segment. Very few of them had concept of the radical. They appeared read in a holistic way. The older children tended to develop concepts which were more specific and were closer to the conventions; however, no fixed linear developmental progress by age is suggested by the data.
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Zayac, Ryan M. Johnston James M. "Direct instruction reading effects of the Reading Mastery Plus - Level K program on preschool children with developmental delays /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Psychology/Dissertation/Zayac_Ryan_14.pdf.
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A, Stadler Marie. "Reading behaviors of parents to develop phonological awareness in preschool children /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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MOTT, STACEY ELIZABETH MCLINDEN. "ATTENDING, OBTAINING TASK-RELEVANT INFORMATION, AND PRE-READING ABILITY IN PRESCHOOL CHILDREN." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187960.
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The causal effects of the skills of attending and obtaining task-relevant information on the pre-reading ability of one hundred and twenty-three preschool-age Head Start children were studied. Attending and obtaining task-relevant information (OTRI) were conceptualized as latent variables. Performance on a path-referenced test entitled Social Skills in the Classroom (SSITC) provided data which were observable indicators of these latent variables. Pre-reading ability was also conceptualized as a latent variable, with performance on another path-referenced test, the Reading Dimension, providing the observable indicators of this variable. Convariance structure analysis procedures were utilized to (1) link the observable indicators to their respective latent variable, through a confirmatory factor analysis model, and (2) to examine the causal effects of the latent variables on each other. A model representing the hypotheses that age, attending, and OTRI would be causally related to reading ability, that age would be causally related to attending and OTRI, and that no reciprocal relationships between these latent variables would be found was tested. This model provided a good overall fit with the data. T-values obtained under this model, however, suggested that the causal relationship between OTRI and reading ability was not significant. A second model in which this relationship was assumed to be zero was then tested and was found to provide a good overall fit with the data. A difference of chi-square test suggested that this was the preferred model. This model supported the original hypotheses that age and attending were causally related to pre-reading ability, and that age was causally related to attending and obtaining task-relevant information. The significance of the causal relationship between attending and pre-reading ability is discussed in terms of its implications for future research into the effectiveness of instruction in skills similar to those investigated in the present study.
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Tse, Luk Siu Ping Miranda, and 謝陸兆平. "The development of oral language skills in preschool learning environments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31232012.
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Hutton, John S. "Home Reading Environment and Brain Activation in Preschool Children Listening to Stories." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427962609.
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Wolfe, Josefine Ortiz. "Measuring Determinants of Oral Health Behaviors in Parents of Low-Income Preschool Children." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3647.
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Dental decay is a preventable disease, but it remains the most unmet healthcare need of American children. Untreated dental decay has adverse and long-lasting effects on a child's quality of life. Healthy oral habits among preschool children are essential for a healthy permanent dentition and are achieved primarily by 3 oral health related behaviors: proper dental hygiene, a healthy noncariogenic diet, and regular dental visits. This quantitative study, based on the theory of planned behavior, explored the relationship between these 3 oral health behaviors and 4 determinants: attitude, subjective norms, perceived behavioral control, and intention, using a 71-item questionnaire. The study utilized convenience sampling. A total of 436 parents or caregivers of children enrolled in the North East Independent School District Early Childhood Education program participated in this study; 81.5% were low-income, and 66% reported Hispanic identity. The relationship between variables was evaluated using multiple regression analysis. This study indicated that attitude alone toward a healthy diet and dental hygiene was not a significant predictor of behavior, but the attitude toward dental attendance was significant. Subjective norm, perceived behavior control, and intentions individually and combined were significant predictors of all 3 behaviors, except for subjective norm towards hygiene. Meaningful social change can be achieved by identifying and understanding the underlying motives that evoke planned and deliberate oral health behaviors among parents of preschool children. Targeted messages and cost-effective early interventions can be developed to prevent the onset of dental disease and improve the quality of life for low-income children.
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Osley, Kristin R. "A head start on reading for children in a Head Start preschool program." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10985/.
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Literacy is a fundamental to all areas of learning. Early reading experiences prior to elementary school and kindergarten years are critical factors for later reading success. This study evaluated the effect Direct Instruction® reading procedures vs. Scholastic Early Childhood Program® reading procedures on the production of letter names, letter sounds, CV and CVC blends by preschool-aged students in a Head Start program. Results showed the intervention group improved in all areas, while the control group improved only in letter naming and letter sounds. This study discusses reading as a behavioral cusp as well as limitations, and recommendations for future research.
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Braun, Emily Catherine. "Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404559/.
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A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.
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Arellano-Osuna, Adelina E. "Oral reading miscues of fourth-grade Venezuelan children from five dialect regions." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184334.
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The main purpose of this investigation was to analyze both quantitatively and qualitatively reader's oral reading miscues and the retellings of Venezuelan fourth graders in five Venezuelan dialect regions. The major question to be answered was: In what ways do Venezuelan children who speak variations of Spanish use their syntactic, semantic, graphophonic and pragmatic systems and their reading strategies (sampling, predicting, confirming, and correcting) in their process of meaning construction during oral reading? The answer to the major research question reveals that informants from the highlands: Merida and Trujillo are more proficient readers in their meaning construction. In the group of informants from the lowlands the percentages show that at least half of the subjects are similar to the most proficient readers from the highlands. The findings are supportive of a definition of reading as meaning construction. They were able to retell the events in an ordered sequence and to name and develop most of the characters in the story. There were no major dialect features differences between the five Venezuelan regions' informants. Most of the dialect features that children displayed in the oral reading were also present in reader's oral retellings. Among these groups of informants, their dialect can be considered as an unrelated factor to their reading proficiency.
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Hsin, Yi-Wei. "Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187295981.
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Fitler, Stephanie Renee. "The effects of a preschool experience on the retention and placement in Title One Reading of children in kindergarten through third grade in the Oley Valley School District." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2000. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2000.Source: Masters Abstracts International, Volume: 45-06, page: 2761. Copy 2 in Main Collection. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Includes bibliographical references (leaves 40-43).
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Erickson, Melissa. "Reading aloud: Preparing young children for school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.
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Hayes, Anna. "Phonemic Awareness in Preschool Children in Relation to Reading Practices in the Home." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/662.
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Research suggests that phonemic awareness predicts later reading achievement and that children from low-SES families are "at-risk" for failing to develop phonemic awareness. Before children enter school, they spend the majority of their time with their caregivers. Therefore, activities that take place in the home are of importance when looking at what fosters development. The present study focused on children participating in two Head Start programs and on their families as well. The parents were interviewed to learn about the home activities, and the children were given a phonemic awareness assessment. The study found that the majority of parents reported participating in several literacy activities. However, a high number of children scored low on the phonemic awareness tests.
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Haarbauer-Krupa, Juliet K. "Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.
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ABSTRACT LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship between language and reading in children diagnosed with developmental language disorder (DLD) during preschool. An archival data set was available for analysis. Preschool children with DLD who were assessed between 35 and 74 months for preschool language and speech abilities (Rapin, 1996) returned for language, speech and reading testing at age seven years. Children who enrolled in the study were a clinically referred sample, met criteria for average nonverbal intellectual functioning, and demonstrated below average performance on a composite language measure. To evaluate a hypothesis about the contribution of vocabulary, grammar, and speech articulation to reading outcome measures, a series of regression analyses tested models to identify predictors of reading achievement at age seven. Results indicated a strong, positive relationship between language skills assessed at both ages and reading comprehension. School-age language and speech skills explained 25% of the variance in reading comprehension after controlling for word identification skills. Grammar at school age was a significant unique predictor of reading comprehension. Preschool language and speech skills explained 22% of the variance after controlling for word identification skills. Speech articulation was not related to reading outcomes. In contrast, regression analyses suggested that language and speech skills did not predict word reading abilities. Children who had reading comprehension difficulties had weaker vocabulary, grammar and speech skills compared to children who had average and above comprehension skills. Findings support previous research describing a relationship between language skills and reading comprehension. Language skills measured at preschool can predict reading comprehension difficulties in elementary school for children with DLD. Results highlight the importance of early identification and intervention of language impairment in children to improve areas of vocabulary and grammar critical to reading success.
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Giannouli, Vasiliki. "The development of reading and spelling in Greek preschool and primary school children." Thesis, Royal Holloway, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299948.
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Osley, Kristin R. Ellis Janet. "A head start on reading for children in a head start preschool program." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10985.
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Kwok, Ka-po Carol. "Development of reading of Chinese characters in school age children an implication to the stage model of reading development /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005176.
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Thesis (B.Sc)--University of Hong Kong, 2007."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. 29-30). Also available in print.
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Westerveld, Marleen Frederike. "Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disability." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1389.
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Oral narrative ability has received increasing attention over the past three decades, and the importance of children's oral narrative skills to academic achievement has been well established. Children with reading disabilities are known to demonstrate difficulties in the ability to produce and comprehend oral narratives (Roth & Spekman, 1986; Snyder & Downey, 1991). However, the nature of the relationship between oral narrative ability and reading comprehension performance in children with reading disability is not clear. The experiments reported in this thesis aim to address this issue. The following questions are asked: 1) Do deficits in oral narrative ability contribute to reading comprehension difficulties? and 2) What is the likely direction of the relationship between aspects of oral narrative ability and reading comprehension performance in children with reading disabilities? Fourteen children (aged between 6;4 and 7;8 at the initial assessment) with mixed reading disability (MRD: i.e., children who demonstrate both word recognition and listening comprehension deficits) participated in the study. Their oral narrative skills were compared to those of their chronological age-matched peers with typical development (TD) and their reading-age-matched peers with typical development (RMTD). The study consisted of three phases: 1) A longitudinal phase in which the children's oral narrative performance was assessed on three occasions over a two-year period; 2) An intervention phase (using a nonequivalent pretest-posttest control group design) in which 10 children participated in an oral narrative intervention program that focused on enhancing children's story structure knowledge; and 3) A follow-up assessment phase conducted eight months post-intervention. Oral narratives were elicited in a personal narrative context and in a story retelling context. Oral narrative production ability was analysed at macrostructure (story quality) and microstructure (morpho-syntax and vocabulary) levels. Oral narrative comprehension was assessed in a fictional story context through questions relating to story structure elements. Reading comprehension performance was assessed using a standardised test of reading ability. The results from the longitudinal study showed that the children with MRD demonstrated inferior oral narrative production and oral narrative comprehension performance compared to their peers with typical reading development at each assessment occasion. When comparing the poor readers' performance to the RMTD group at the third assessment trial, the results suggested that the children with MRD demonstrated a specific deficit in oral narrative comprehension. In contrast, a pattern of delay was observed on the microstructure measures of oral narrative performance. The results from the intervention indicated significant treatment effects with large effect sizes for oral narrative comprehension performance. Despite this improvement in oral narrative comprehension, there was little change in oral narrative production ability, and transfer to reading comprehension was not evident. Although the follow-up assessment indicated sustained improvement in oral narrative comprehension for the children with MRD, accelerated reading comprehension progress was not evident. The findings from the longitudinal case study highlighted the benefits of oral narrative intervention for a child considered at high risk of continuing academic difficulties. This thesis provides evidence of the persistent oral narrative difficulties in children with MRD. The findings also provide support for the importance of narrative structure knowledge to these poor readers' oral narrative comprehension performance. The results demonstrate that oral narrative comprehension ability explains only a small amount of the variance in reading comprehension performance. Rather, the persistent word recognition difficulties of the children with MRD exert the biggest influence on their reading comprehension performance. These results are discussed in terms of current models of reading and language development. Implications for clinical practice are also addressed.
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Phaal, Bianca. "An examination of anxiety and communication apprehension in preschool children who stutter." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1490.
Full textAbstract:
People who stutter (PWS) tend to have increased levels of anxiety compared to people who do not stutter (PWNS), particularly in social situations (Messenger, Onslow, Packman, & Menzies, 2004). In addition, children who stutter (CWS) as young as 3 years of age reportedly have more negative communication attitudes than their fluent peers, and these attitudes appear to worsen with age and stuttering severity (De Nil & Brutten, 1990, 1991; Vanryckeghem, Brutten, & Hernandez, 2005). The present study sought to examine generalized anxiety and communication apprehension in preschool CWS. Seven CWS aged between 3;3 and 4;11 years, and seven sex and age-matched children who do not stutter (CWNS) provided salivary cortisol samples at three distinct sampling times across a one-week period. They additionally provided a conversational speech sample, and were administered the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (Vanryckeghem & Brutten, 2007). Parents were required to complete the Preschool Anxiety Scale (Spence & Rapee, 1999) to provide estimates of their child's anxiety level. Results revealed no significant differences between CWS and CWNS in generalized anxiety or communication apprehension. No relationships were found between stuttering severity and generalized anxiety or communication apprehension either. Thus, it is concluded that generalized anxiety and communication apprehension are not associated with early childhood stuttering. Any changes in anxiety levels are likely to occur with increased chronological age and stuttering chronicity.
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Zoitopoulos, Liana. "The oral health status of preschool Caucasian and Afro Caribbean children in South London." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405645.
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Porter, Paulette. "Parent-Child Read Aloud Program for 8-9 year old children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42424.pdf.
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Lindemer, Candace L. "The development of a rating scale to measure the quality of preschool literacy environments a validity study /." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1144085177.
Full textAbstract:
Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2006."May, 2006." Title from electronic dissertation title page (viewed 07/17/2007) Advisor, Isadore Newman; Co-Advisor/Committee member, Lisa Lenhart; Committee members, Evangeline Newton, Carole Newman, Harold Foster; Department Chair, Evonn Welton; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Yeung, Siu-sze, and 楊少詩. "Phonological awareness, oral language proficiency and beginning reading development among Hong Kong Chinese kindergarteners: an intervention study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48128570.
Full textAbstract:
The present research investigates the causal influence of phonological awareness
and oral language proficiency on beginning reading and spelling development of
Chinese kindergarteners learning English-as-a-second-language (ESL). Three
inter-related studies using correlational and intervention design were conducted to
examine (1) the role of phonological awareness in English reading and spelling;
(2), the contribution of oral language proficiency to English reading and spelling;
(3), the efficacy of the phonological awareness instruction led by kindergarten
teachers in classroom settings, and (4) the cross-language associations of
metalinguistic skills and reading between English and Chinese.
In Study 1, 50 children from two Hong Kong ESL kindergartens were
assessed on measures of general intelligence, English and Chinese phonological
awareness, English and Chinese oral language proficiency, and English word
reading. With age and general intelligence statistically controlled, both English
oral language proficiency and English phonological awareness (phoneme
awareness) accounted for unique additional variance in English word reading.
In Study 2, the effects of phonological awareness instruction were
examined on 59 children from two local kindergartens. The phonological
awareness instruction, which taught syllable awareness and rhyme awareness, was
compared to a treated control group. The instructional programme was able to
enhance phonological awareness skills at the rhyme level but not at the syllable
level. Word reading was not significantly different between the instructional
group and the comparison group during the posttest. The results suggest that
instructional programme that solely focuses on phonological awareness skills
might not be able to enhance reading skills of Hong Kong Chinese ESL children.
Study 3 investigated the effects of a 12-week language-enriched
phonological awareness instruction on 76 Hong Kong young ESL
kindergarteners. The children were randomly assigned to receive the instruction
on phonological awareness skills embedded in vocabulary learning activities or a
comparison instruction which consisted of vocabulary learning and writing tasks
but no direct instruction in phonological awareness skills. They were tested on
oral language skills, phonological awareness at varied levels, reading, and spelling
in English before and after the program implementation. The results indicated that
children who received the phonological awareness instruction performed
significantly better than the comparison group on English word reading, spelling,
phonological awareness at all levels and expressive vocabulary on the posttest. In
addition, regression analyses on both pretest and posttest data showed that
phonological awareness (phoneme awareness) and oral language proficiency
(expressive vocabulary) are significant predictors of English reading and spelling.
Cross-language transfers of phonological awareness were found.
The present research suggests that both phonological awareness,
particularly phoneme awareness, and oral language proficiency (expressive
vocabulary) play a causal influence on English reading and spelling among
Chinese ESL children. The efficacious language-enriched phonological awareness
instruction indicates that kindergarten teachers with sufficient training and support
are able to implement instruction that aims to teach phonological awareness
directly and explicitly. The significant cross-language associations suggest that
phonological sensitivity is a common competence that children need to acquire in
learning to read two writing systems.published_or_final_version
Education
Doctoral
Doctor of Education
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Mettling, Lorrayne. "All aboard the literacy locomotive a grant proposal /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mettlingl.pdf.
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Warren, Patricia Fisher Murray Bruce A. "The effects of training parents In teaching phonemic awareness on the phonemic awareness and early reading of struggling readers." Auburn, Ala, 2009. http://hdl.handle.net/10415/1807.
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Concha, Judith Seeber. "Reading recovery children and early literacy development investigation into phonological awareness, orthographic knowledge, oral reading processing, and reading comprehension processing /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2832.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Leung, Nga-ki Kate, and 梁雅琪. "Early identification screeners for preschool children at-risk for reading difficulties in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589288.
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SNEED, NEDRA ANN. "INTERACTIONAL DISCOURSE USED IN BOOK READING BY URBAN APPALACHIAN MOTHERS AND THEIR PRESCHOOL CHILDREN." University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin975441462.
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Higham, Sonja. "Teachers' interactions during storybook reading." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11182008-160754.
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Gutierrez-Gomez, Catalina. "Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278108/.
Full textAbstract:
The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literacy response evaluation. In addition, participant observation and teacher interviews were used to gather qualitative data regarding learning center extensions of the target text and teacher beliefs and practices about the use of storybooks. The findings from this study show that scores for children who experienced storybook reading and storybook reenactment were significantly better on both the story retelling and story comprehension measures. In addition, a larger proportion of children who experienced storybook reading and reenactment were found to perform at the second level of literacy response on the Levels of Literacy evaluation. No differences were found in relationship to the language used on any of the dependent measures. Findings fromqualitative data showed that children were involved in limited extensions of the storybook read to them regardless of whether they experienced storybook reenactment or discussion. Teacher beliefs and practices related to their role during learning center play was believed to have some influence on children's choices regarding story extensions or dramatic play theme content. Recommendations were made to pre-school teachers that story reenactment was an effective technique with both bilingual and monolingual presentation. Additional research questions were posed also.
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Nowakowska, Hanna Zofia. "The presentation of gender images in reading textbooks for early elementary school children." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2612.
Full textAbstract:
The purpose of this study was to examine the gender images presented to second grade students in three randomly selected second grade California state approved reading series which are currently used in the California Public Schools. Through content analysis, this study examined the following gender role variables as depicted by female and male characters in 94 stories: visibility, roles portrayed, tools/artifacts used, occupations, level of dependency, socio-economic standing, problem-solving strategies and context, and emotions and their contests. In order to establish reliability of the examiner's content analysis, every seventh story was analyzed across these variables by a panel of four independent raters. All data collected were subjected to either a chi-square analysis or summarized in frequency distributions to determine significance. The following conclusions were drawn from the results of this study: (a) male characters outnumbered female characters, (b) female characters were underrepresented in leadership positions, (c) both genders were equally depicted as followers, (d) stereotypic depictions continued in the realm of tool/implement use, (e) both females and males were shown as needing, asking for, and getting help, (f) females and males were depicted stereotypically in the work world, (g) there was improvement in depicting both genders as socio-economic equals, (h) females were shown as competent problem solvers, but in much smaller numbers than male characters, and (i) both genders were depicted as possessing and showing emotions such as fear, worry, and anger. In order to limit the impact on children exposed to such gender images, the following recommendations were made: (a) that mental health professionals consider the importance of learned gender stereotypes when dealing with child and adults clients, especially when the referring concerns deal with depression in females and aggression in males, (b) school counselors and psychologists should provide children with more balanced gender role models, (c) school boards should make the adoption of gender neutral textbooks district level policy, (d) textbook adoption committees should be provided with sensitization to gender stereotyping, (e) parents and teachers should furnish children with alternative non-stereotypic models, and (f) parents should review textbooks for gender stereotypes and to inform their school districts of the unacceptability of such materials.
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Loo, Kwok-ying, and 魯國英. "Oral health of and provision of dental care service to kindergarten children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4961776X.
Full textAbstract:
The last oral health survey conducted by the government of Hong Kong in 2001 found that dental caries was common among the kindergarten children and that most of their dental caries was untreated. The overall aims of this research project were to find out the oral health status of the kindergarten children in Hong Kong and the outcomes of providing a private practice based dental service programme to these children.
To achieve the first aim, an oral health survey was conducted in 2007. Through stratified simple random sampling, 12 kindergartens in Hong Kong Island were selected. All children attending grades 1 to 2, aged 3 to 5 years, in the kindergartens were invited to participate. Children with parental consent were clinically examined by one of two calibrated examiners. A questionnaire on the child’s demographic background and oral health related behaviours was completed by the parents.
Response rate of the survey was 89% and 1,343 children were examined. Their mean age was 52 months (SD=7) and 51.5% were boys. Around one third (35.3%) of the children had experienced dental caries. The mean dmft score was 1.5, increasing from 1.2 at age 3 to 2.0 at age 5 (ANOVA, p=0.016). Soft, cavitated caries (dt) accounted for 90% of the dmft score. The prevalence and severity of dental caries in the children were associated with the children’s socio-demographic background, and their dietary and tooth-brushing habits.
To find out the feasibility of implementing a private clinic based dental service program for the preschool children a total of 245 children attending grade 1 in 9 kindergartens were invited to participate. Baseline information of the children was collected through a clinical examination and a parental questionnaire at April 2007. After baseline data collection, the study children were randomly allocated into the test or the control group. Children in the test group were offered free dental services at regular intervals in 3 private dental clinics. Evaluation took place in July 2009 after the completion of the 24-month intervention programme through conducting clinical examinations and a parental questionnaire.
After 24 months, 88% of the control and test group students remained in the study. The mean dental appointment attendance rate of the test group children was 53%. Individualized instructions on oral hygiene were provided to 82% of the children and 52% of the children had received topical fluoride application. Treatments were provided to more than 30% of the children and the mean number of dental fillings placed is 1.1. The mean total running cost per child was around HK$100 a year.
The kindergarten children who were covered by the study dental service programme had better oral health than that of the children who were not. The study programme was effective in preventing development of new dental caries and in reducing the amount of untreated caries among the test group children. However, it was not effective in improving the oral health related behaviours and oral hygiene status of the children. The study programme was acceptable to the kindergartens, the parents and the children by the satisfaction study. Consumer satisfaction was reasonable high.published_or_final_version
Dentistry
Doctoral
Doctor of Philosophy
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Christner, Beth Anne Reside. "Videotaped oral reading fluency lab an alternative approach to one-on-one interventions for intermediate elementary students with learning disabilities /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002793.
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Estrada, Anita. "An Exploratory Study of the Relationship Between Curiosity and Print Awareness of Four-Year-Old Children." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332288/.
Full textAbstract:
This study has five chapters, organized in the following manner: (1) Chapter I contains the introduction, statement of the problem, purpose of the study, questions, significance of the study, and definition of terms; (2) Chapter II is a review of the literature; (3) Chapter III is a description of subjects and tests and procedures for treating the data; (4) Chapter IV contains the statistical technique of the analysis and the findings related to the questions, and (5) Chapter V consists of the summary, findings, conclusions, and recommendations. The problem of the study was to explore the relationship between curiosity and print awareness among four-year-old children. Subjects participating in the study were 71 four-year-old children from six licensed child care and preschool settings located in different geographical sections of a north central Texas city. The study included thirty-four girls and thirty-seven boys. Instruments used to collect the data were Kreitler, Zigler, and Kreitler's battery of curiosity tasks and Goodman's Signs of the Environment and Book Handling Knowledge tasks. Canonical I correlation analyses do not yield a significant relationship between variables of curiosity and print awareness. An alternate Pearson Product Moment correlation yielded some specific pairwise correlations between certain curiosity variables and print awareness. Results, although not statistically significant, were used as trend indicators to identify areas worthy of further investigation. On the basis of the findings, it was concluded that the possibility of a degree of correlation between specific curiosity variables and levels of print awareness suggests the need for further research in this area. In the print awareness tasks, it was concluded that the more context available to children the greater their ability to respond appropriately to print. Knowledge of print in the environment was more advanced than knowledge of print in books for some of the children in the study.
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Metcalfe, Marta J. "Teaching phonics skills to young children via the formation of generalized equivalence classes." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137509.
Full textAbstract:
An equivalence class exists if the stimuli that comprise the class are related by the properties of reflexivity, symmetry, and transitivity. Through these properties, new behavior that has not been taught emerges. For example, when taught to match Set A stimuli to Set B stimuli and to match Set A stimuli to Set C stimuli, if equivalence classes have formed, subjects will (with no explicit instruction) match Set B stimuli to Set C and Set C stimuli to Set B stimuli. Although equivalence classes have been studied extensively, few studies have considered the application of this technology to educational concerns. The purpose of this study was (a) to determine if phonics skills could effectively and efficiently be taught to young children through the formation of equivalence classes and (b) to investigate the generality of those acquired skills. Using a conditional discrimination procedure, children were taught to match printed letters to dictated phonetic sounds and to match the initial sound of pictured items to dictated phonetic sounds. Test results indicated that equivalence classes had emerged and that generalization did occur. The children could match the initial sound of pictured items to printed letters and vice versa and could name letter sounds and initial sounds of pictured items. During generality testing, each child could identify the initial sound of several novel pictured items and could sound out the letters within the words. However, reading did not occur. Only 1 of 5 children could blend the sounds of letters into recognizable words. A significant difficulty encountered throughout the study was maintaining the children's motivation, possibly due to the children's inexperience in attending to academic tasks. This study did, however, demonstrate that the formation of equivalence classes is an effective and efficient method for teaching phonics and that the formation of generalized equivalence classes is effective in extending those taught relations to novel stimuli.Department of Special Education
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Wright, Linda M. "How Does Play in Dramatic Play Centers Help Preschool Children Develop Oral Language and Literacy Skills?" ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2776.
Full textAbstract:
In the United States, early childhood educators are expected to follow the trend to enforce academic curriculum for preschoolers. This effort diminishes the value of play in the young developmental years of children. The purpose of this study was to explore the type of activities and strategies that promote development of language and literacy skills of preschool children while playing in a dramatic play center. Vygotsky's sociocultural theory teaches that children acquire skills through play and discovery in a developmentally appropriate environment. The study was conducted within a qualitative framework using a case study approach. How parents and teachers encourage and support the development of literacy skills in preschoolers during play were explored. The participants in this single site case study were 10 young children attending a university campus preschool, their parents, and their teacher. Data were collected through observations of the children and interviews with the parents and the preschool teacher. Video transcripts and field notes were analyzed to understand the data collected. Coding was implemented to understand the patterns and themes that emerged from the collected data. Modeling, asking questions, props, and books were identified activities and strategies that supported oral language development and literacy skills in young children during dramatic play. The parents and the preschool teacher encouraged and supported the development of oral language and literacy skills through providing opportunities through play for children to build vocabulary by expressing themselves and understanding others. Varied experiences with an assortment of props and books were identified as supporting children's development. This study recommends and extends the understanding that play in dramatic play centers in preschools can support the development of oral language and literacy skills which could create positive social change in early childhood education programs.
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Davis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.
Full textAbstract:
This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
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Clarke, Rachel. "Parental Attitudes, Beliefs and Behaviors about Caries Prevention among Black Preschool Children." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3223.
Full textAbstract:
Tooth decay is one of the most common chronic conditions that affect children in the U.S. Non-Hispanic Blacks are among the children facing the greatest racial and ethnic disparities in caries experience and treatment. Parents play a significant role in ensuring the success of preventative measures aimed at reducing prevalence of early childhood caries. It is therefore important for public health professionals to understand the oral health, attitudes, beliefs, and behaviors of Black parents in order to effectively design and tailor interventions for caries prevention among preschool children.
The twofold purpose of this study was to: (a) determine whether attitudes, beliefs of Black parents predict behaviors about preventative measures against caries for their preschool children, and (b) determine whether the attitudes and beliefs about caries preventive behaviors vary between different ethnic groups of Blacks in Miami-Dade County.
The cross sectional study utilized an oral health survey comprised of a modified version of the CDHQ, and the Nutrition Questionnaire for Children to examine attitudes, beliefs and behaviors of Black parents. The study sample included 192 African American, Haitian, and Afro-Caribbean parents of 3-5 year-old children in Miami-Dade County.
Logistic regression and Chi Square analysis were used to answer the research questions and hypotheses. Perceived seriousness of decay, parental efficacy to brush child’s teeth, and chance control are significant predictors of children using toothpaste and parents brushing children’s teeth twice a day (pp
Health educators can play a major role in designing and delivering quality oral health and disease prevention interventions for parents of preschoolers. Clearly there are opportunities to complement school-based oral health education for preschool children with a culturally appropriate parental component. The between group differences indicate that interventions need to be more specifically tailored to the racial/ethnic group intended to receive the intervention in order to have greater effectiveness.