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Dissertations / Theses on the topic 'Receptive Skills'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Slack-Hines, Patricia. "The relationship between receptive language skills and school readiness." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=39.

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2

Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.

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3

Khojah, Aishah. "Saudi Second Language Learners’ Receptive and Productive Skills in English Figurative Language." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9828.

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This study compares English and Arabic figurative expressions linguistically and conceptually and investigates how Arabic-speaking learners of English comprehend and produce English figurative expressions. It argues that English figurative expressions that are linguistically and conceptually similar to Arabic (SFE) are easy while English figurative expressions that are linguistically and conceptually different from Arabic (DFE) are difficult. Also, English figurative expressions that are linguistically different but conceptually similar to Arabic (S-DFE) are of medium difficulty. A comparative

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Czerwonka, Catherine. "A Comparison of Direct and Indirect Contingencies of Reinforcement for Teaching Advanced Receptive Skills." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4304.

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An important variable not often examined in the literature is the relationship between target behaviors and their reinforcers. Previous research has demonstrated faster acquisition rates of simple receptive and imitative skills when the reinforcer used was part of the behavior chain that it reinforced. The current study evaluated the effectiveness of a direct reinforcement contingency to teach pairs of advanced receptive skills with three children with autism. During the indirect reinforcement condition, the therapist reinforced correct responding by handing the child an edible reinforcer.

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5

Simpson, Kathryn Mary. "The use of musical elements to influence the learning of receptive communication skills in children with autism." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/0767ac0428d379e33d7ff0ab29a61725ed39497a73d53a70eacfbd909377e4dd/4001977/SIMPSON_KATHRYN_MARY_2013.pdf.

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Individuals with autism demonstrate impairments in the area of communication, with many lingering in the prelinguistic stage of communicative development. Early intervention implementing evidence based practices is recommended. Current research indicates interventions for individuals in this stage of development have focused primarily on facilitating expressive communicative skills, with little research investigating interventions to facilitate receptive communicative skills. In typically developing infants, the prosodic and repetitive characteristics of speech and song directed to infants are

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6

Alman, Lourdes Fraga. "The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4372/.

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This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standa

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Flores, Catherine Alexandra. "The effect of augmentative and alternative communication on the receptive language skills of children with developmental disabilities : a scoping review." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64958.

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Receptive language skills form the foundation for later expressive use and therefore play an important role in language development. The role of receptive language skills in the field of augmentative and alternative communication (AAC) has received limited attention as, historically, the function of AAC has been to enhance the expressive language skills of persons who rely on AAC. While this is an important role and the primary outcome of AAC intervention, the role of AAC intervention on receptive language skills is equally important. The ability of persons who rely on AAC to understand spoken

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8

Spino, Margie A. "The Effects of Two Schedules of Instruction with Constant Time Delay on the Receptive Word Learning Skills of Preschool Children with Developmental Delays." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365122852.

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9

Haug, Tobias [Verfasser]. "Adaptation and Evaluation of a German Sign Language Test : A Computer-Based Receptive Skills Test for Deaf Children Ages 4-8 Years Old / Tobias Haug." Hamburg : Hamburg University Press, Verlag der Staats- und Universitätsbibliothek Hamburg, 2011. http://d-nb.info/1011950847/34.

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10

Wise, Justin Coy. "The Growth of Phonological Awareness: Response to Reading Intervention by Children with Reading Disabilities who Exhibit Typical or Below-Average Language Skills." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04182005-104522/.

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Thesis (Ph.D.)--Georgia State University, 2005.<br>Title from title screen. Rose Sevcik, committee chair; Robin Morris, Mary Ann Romski, Byron Robinson, committee members. 194 p. [numbered xii, 180] ; ill. (some col.) Description based on contents viewed Feb. 26, 2007. Includes bibliographical references (p. 168-180).

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Sim, Soh Hong. "Supporting children's language and literacy skills : the effectiveness of shared book reading intervention strategies with parents." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60975/1/Soh_Hong_Sim_Thesis.pdf.

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Parents are encouraged to read with their children from an early age because shared book reading helps children to develop their language and early literacy skills. A pragmatic Randomised Controlled Trial (RCT) research design was adopted to investigate the influence of two forms of a shared reading intervention (Dialogic Reading and Dialogic Reading with the addition of Print Referencing) on children’s language and literacy skills. Dialogic reading is a validated shared reading intervention that has been shown to improve children’s oral language skills prior to formal schooling (Whitehurst &

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12

Kapelonis, Chrisoula. "Receptive Skins : towards a somatosensitive architecture." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119086.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 116-118).<br>In architecture, the building skin is the primary interface for mediating the environment of the external with the internal. But today, this mediation is mechanical, deterministic, and static-often seeing the human as a generalizable and problematic input. With advances in material science however, there is great potential to disrupt these traditional manufactured e

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13

Kobli, Lina, and Ann-Sofie Taleman. "Språkförmågor hos barn som deltar i läsfrämjande aktivitet." Thesis, Linköping University, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15868.

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<p>In a school for children from 6-9 years in a small town in the southeast of Sweden, is areading activity program in progress since 8 years. The original purpose of this program wasto enhance the student’s reading interest. All of the students read at least one book a week andthen they review the book in front of the class.</p><p>The purpose of the present study was to examine vocabulary, word retrieving, narrative skillsand grammatical abilities in children in this school. The objectives were to investigate if thechosen language abilities in these children were different compared to normati

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Dreißig, Peter. "Das konzeptuelle Substrat beim Dolmetschen. Das konzeptuelle Substrat als zeitgebundene Existenzform des Originals im Bewusstsein des Translators." Master's thesis, Universitätsbibliothek Leipzig, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-124495.

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Den Anlass zur vorliegenden Studie gibt die Spezifik der Rezeption beim Dolmetschen. Sprachverstehen ist eine Basiskompetenz der Translation. Im Unterschied zu einfacher Kommunikation nutzt der Translator zeitbedingt oft nur unvollständig entwickelte Verstehensergebnisse zur Erstellung des Zieltextes und überwindet dabei sprachliche und kulturelle Barrieren. Diese einmalige Besonderheit des Dolmetschens verlangt vom Translator eine dolmetschspezifische Rezeptionskompetenz. Vor allem für den simultanen Modus, der durch die sofortige Umsetzung von Information gekennzeichnet ist, die häufig nicht

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15

Foster, Matthew E. "Indicators of Mathematics Skill Acquisition in Children with Mild Intellectual Disability: Phonological Awareness, Naming Speed, and Vocabulary Knowledge." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/91.

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Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of recepti

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16

Pelley, Katherine. "Factors affecting message intelligibility of cued speech transliterators." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002580.

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Esterhuizen, Stefanie-Marié. "An intervention programme to optimise the cognitive development of grade R-learners :|ba bounded pilot study / Stefani-Marié Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10431.

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It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in

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18

"Increasing receptive, expressive, and overall language skills in language-delayed preschool students." NOVA SOUTHEASTERN UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3346418.

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19

Chen, Yu-yu, and 陳昱瑜. "THE EFFECT OF EARLY START IN ENGLISH LEARNING ON SENIOR HIGH SCHOOL STUDENTS'' RECEPTIVE SKILLS." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/39113809684919218154.

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碩士<br>國立高雄師範大學<br>英語學系<br>92<br>The study aimed to find out the effect of early start in English learning on senior high school students’ receptive skills. In addition to age, other important factors likely to correlate with English learning were explored in the study as well. These factors included the number of years of early English learning, English teachers’ nationality and the kind of language used, learning channels, teaching contents and teaching activities, learning motivation, parents’ educational and occupational background, and gender. The subjects in the study were si

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20

Qvarfordt, Robin. "English Outside the Classroom : A study of the impact of Extramural English on students' receptive skills." Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-76009.

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This study sets out to investigate whether and to what extent activities involving Extramural English (EE) have an impact on how students in the sixth and ninth year of the Swedish school-system perform on the national tests of listening and reading comprehension issued by the National Agency for Education. In order to test this, the students participating were asked to fill out a questionnaire asking about their contacts with English outside of the classroom environment and were then administered old national tests of reading and listening comprehension as part of their regular classroom inst

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21

Huang, Ying-Chao, and 黃穎超. "The Role of Vocabulary Learning Strategies in Receptive Vocabulary Skills: A Study of EFL College Learners in Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/8v98sf.

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碩士<br>淡江大學<br>英文學系碩士班<br>103<br>This research investigated the relationship between vocabulary learning strategies and receptive vocabulary size among college EFL learners in Taiwan. A four-week teaching intervention was designed and implemented to explore such relationship. It taught participants the vocabulary strategies based on Schmitt’s (1997) categories. His Vocabulary Learning Strategies Questionnaire (VLSQ) (1977) was in turn deployed as the instrument to measure progress made by the participants who had been recruited from two intact Freshman English classes (N = 122). The other instr

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22

Hong-YouWang and 王虹又. "A Context-aware Ubiquitous Language Learning APP Designed for Green Building English Learning Purposes: Investigating Correlations between Learner Perceptions and Receptive Skills." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/c6xh3b.

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碩士<br>國立成功大學<br>外國語文學系<br>104<br>Context-aware ubiquitous language learning (CAULL), which is an emerging e-learning field, enables students to learn the target language anytime and anywhere with the help of sensors and QR codes using mobile applications. In this study, the Green Building English Learning APP (GBELA) is designed and proposed to develop students’ English listening and reading comprehension skills using smartphones in a green building context. The current study aims at investigating the effects of perceived usability, usefulness, learner attitude, learner behavior, CAULL self-ef

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23

Coertzee, Geraldine. "Open sesame! : learning life skills from Takalani Sesame : a reception study of selected grade one learners in Pietermaritzburg, South Africa." Thesis, 2011. http://hdl.handle.net/10413/6374.

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Early Childhood Development (ECD) programmes are important in the promotion of intellectual development and school readiness in children. Equally important is the opportunity to learn in one‟s mother tongue. This study aimed to determine the value of using the multilingual television series Takalani Sesame as a Life Skills educational resource in specific South African schools, amongst Grade One learners. The focus lay on researching a possible mechanism for allowing children who had not attended quality ECD programmes to „catch up‟ in terms of knowledge they may be lacking, as well as providi

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24

Smith, Caryn Dianne. "Exploration of reception year preschoolers' ability to identify and name feelings at an urban pre-primary school in the Southern suburbs of Gauteng." Thesis, 2011. http://hdl.handle.net/10210/3689.

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M.Ed.<br>A school is a place where children are equipped for the world with all its challenges. School has always been developed to be a place of safety, away from all the brutality of the world, and a safe haven for children from the rising tide of perils they increasingly face; perils such as substance abuse, violence, unwanted pregnancy, drop out, teen smoking, and depression (Salovey & Sluyter, 1997). However, headlines in newspapers, 60 POLICE CALLED IN TO QUELL SCHOOL MAYHEM (The Star, 29 August, 2007) and PRIMARY SCHOOL OF CRIME REVEALED (Cape Argus, 29 May 2007) and SWORD-WIELDING SCHO

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25

Dreißig, Peter. "Das konzeptuelle Substrat beim Dolmetschen. Das konzeptuelle Substrat als zeitgebundene Existenzform des Originals im Bewusstsein des Translators." Master's thesis, 2007. https://ul.qucosa.de/id/qucosa%3A12175.

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Den Anlass zur vorliegenden Studie gibt die Spezifik der Rezeption beim Dolmetschen. Sprachverstehen ist eine Basiskompetenz der Translation. Im Unterschied zu einfacher Kommunikation nutzt der Translator zeitbedingt oft nur unvollständig entwickelte Verstehensergebnisse zur Erstellung des Zieltextes und überwindet dabei sprachliche und kulturelle Barrieren. Diese einmalige Besonderheit des Dolmetschens verlangt vom Translator eine dolmetschspezifische Rezeptionskompetenz. Vor allem für den simultanen Modus, der durch die sofortige Umsetzung von Information gekennzeichnet ist, die häufig nicht

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26

Joshua, Jennifer Joy. "Guidelines for language teachers in assisting disadvantaged learners in the junior primary phase." Diss., 1995. http://hdl.handle.net/10500/17031.

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The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners.

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27

Le, Roux Sarlina Gertruida. "Fonologiese bewustheid by graad 0 leerders as `n moontlike kriterium vir die voorspelling van latere leessukses." Diss., 2004. http://hdl.handle.net/10500/1074.

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Text in Afrikaans<br>Learners who struggle to read from the start, will stay behind. But the earlier intervention can start, the greater the chances of success. But what type of intervention is needed? Nowadays researchers overseas use phonemic awareness as a criteria to predict reading success. About 80% of pre-school children will have no trouble grasping the phonological structure of their home language, provided that they are thoroughly immersed in literacy. It is these same 80% who will not have any trouble learning to read. But literacy is a continuous process that starts at birth

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28

Wehrmeyer, Jennifer Ella. "A critical investigation of deaf comprehension of signed tv news interpretation." Thesis, 2013. http://hdl.handle.net/10500/13321.

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This study investigates factors hampering comprehension of sign language interpretations rendered on South African TV news bulletins in terms of Deaf viewers’ expectancy norms and corpus analysis of authentic interpretations. The research fills a gap in the emerging discipline of Sign Language Interpreting Studies, specifically with reference to corpus studies. The study presents a new model for translation/interpretation evaluation based on the introduction of Grounded Theory (GT) into a reception-oriented model. The research question is addressed holistically in terms of target audience comp

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