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1
Law, Yu-hang Winifred, and 羅汝珩. "Instructional strategies for children with learning difficulties in the regular secondary classrooms: views ofsecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958758.
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Desiano, Thomas Anthony, Douglas Ellis Dill, and Matthew John Raith. "Identifying and motivating at-risk students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1562.
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It is the goal of this program to identify these at-risk students, track their grades, and incorporate a tutorial program to motivate and build their self-esteem and ultimately, their academic performance. This program can succeed with the proper administrative support, teacher involvement and parent and community assistance.
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Bock, Daniel Edward. "A comparison of how selected two- and four-year sectors of higher education are contributing to the progress of high-risk students." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54494.
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Recent legislative decisions in at least some states have removed the remedial function from the state university and placed it directly at the doorstep of the community college. Such decisions appear to have been made largely for reasons of parsimony or the mere presumption of the effectiveness with which two-year colleges address the needs of high-risk students. However, there are few empirical indicators of the differential effectiveness with which the two- and four-year collegiate sectors are helping high-risk students to attain their goals. Therefore, this study was designed to provide an empirical grounding for the aforementioned policy issue by determining how selected pairs of two- and four-year colleges are contributing to the progress of high-risk students. Multiple methods were used to address the issues central to this investigation.
An assessment of the effect of remedial programs and other institutional variables on the progress of underprepared students across chosen two- and four-year collegiate sectors in a two-state region of rural Appalachia was performed. Moreover, the impact of residence status on students' progress was considered. Further, the effect of the remedial approaches at separate two- and four-year institutions on the progress of high risk students was assessed, and a comparison was made of the program orientations preferred by the leaders of participant institutions.
The findings indicated that the redemptive practices at selected two-year colleges were generally more effective than those employed by participant four-year institutions, thus offering hope that recent trends to assign the remedial function to community colleges may be justified by the more effective delivery of services. The advantage accorded the remedial programs in the two-year sector was not primarily a result of differences in remedial approach but largely a function of the relationship between remedial practices and other institutional variables. Residence status had little effect on the educational progress of high-risk students. A tendency was observed among selected two- and four-year sectors to devalue the affective dimensions of development that were integral with more recent program designs and return to earlier conceptions of basic skills remediation as the primary means of defining existing programs.Ed. D.
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Latson, Sherry R. (Sherry Rose). "Effects of Adlerian Parent Education on Parents' Stress and Perception of Their Learning Disabled Child's Behavior." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331318/.
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This study examined the effects of an Adlerian-based parent education program on parental stress and perception of Learning Disabled (LD) childrens' behavior. Forty parents, randomly assigned to treatment or waiting-list control groups, took the Parental Stress Index (PSI) and the Adlerian Parental Assessment of Child Behavior Rating Scale (APACBS) as pre and post tests. Parents in the treatment group attended a six-session Active Parenting program. No significant differences were found on the analysis of covariance for perceived parental stress following the parent education program. Seventy percent of the parents in this study had total PSI scores in the range defined as high stress by the PSI author. All of the PSI Child Domain pretest z scores were elevated indicating that parents perceive their LD children to be demanding, moody, distractible, and unadaptable. LD children's behavior is perceived as unacceptable and does not positively reinforce parents. The elevated z scores on the PSI parent Domain pretest indicate that parents of LD children feel less competent as parents and experience less attachment to their children than do parents of normal children. No significant differences were found on the APACBS following treatment, but 80 percent of the parents in the treatment group did perceive some positive behavior change. A positive correlation was found between the PSI and the APACBS indicating that perceived parental stress and child behavior are related. Parents identified 67 perceived stresors of raising LD children on a questionnaire. The results of this study indicate that parents of LD children perceive themselves to experience greater parenting stress than parents of normal childrenn. This perceived parental stress was not reduced and perception of children's behavior was not improved after participation in the Active Parenting program. Therefore, parent education groups for parents of LD children may need to be smaller, provide more time to address the issues specific to raising an LD child, and include a stronger counseling emphasis in order to provide more emotional support for these highly stressed parents.
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Law, Yu-hang Winifred. "Instructional strategies for children with learning difficulties in the regular secondary classrooms : views of secondary school teachers /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16121569.
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Fuqua, McMath Blanche Floannell. "A Curriculum Design Using Mnemonic-Type Techniques to Aid Recall in Low/Average Achievers in the Fifth Grade." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/694.
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Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.
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Leung, Chi-hung, and 梁智熊. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956543.
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Leung, Chi-hung. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1368663X.
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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.
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Chang, Lan-Wan. "Teaching thinking to children in Taiwan." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265561.
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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.
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Wong, Tsui-ting Peony. "Late talkers in Cantonese the productive language outcome and the relationship between phonetic development and lexicon size /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890902.
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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. 28-30) Also available in print.
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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.
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Aschermann, Jennifer Leigh. "Children Teaching and Learning in Peer Collaborative Interactions." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31893.
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This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.Master of Science
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Williams, Thomas Edwin. "A multimodal approach to the assessment and treatment of children with learning difficulties." Thesis, Connect to e-thesis, 1987. http://theses.gla.ac.uk/662/.
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Thesis (Ph.D.) - University of Glasgow, 1987.Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.
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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.
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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months.
Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes.
Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Midford, Nicole Anne. "Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4612.
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Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However, it does not seem that communication and socialization are developing independently of each other. Rather, it seems that their development is interrelated.Children learn to speak in a social context, and social situations are necessary for the development of a variety of language structure~ On the same note, in order for those language structures to develop normally, it is necessary for the child to participate in different social situations. Social interactionists have theorized for some time that human language develops out of the social-communicative functions that language serves in human relations. Vygotsky (1962) theorized that language development, social development, and cognitive development all overlap. He stated that a child's social means of thought is language and referred to this as "verbal thought." This verbal thought process serves a major social function. It is through this verbal thought process that children have the ability to be socialized by others and to socialize with others: If, in fact,Expressive language skills and socialization skills do develop together, it would then seem logical that the child who is late to begin talking would also experience initial deficits in the development of socialization Subsequently, it would seem that the late-talking child (L T) who has persistent deficits in language would, in turn, maintain chronic deficits in socialization. Results of a study which set out to investigate the differences between two and three-year old subjects with a history of LT and their normal language peers indicated that subjects with a history of LT are, in fact, at risk for persistent delays in both expressive language and socialization (Paul, Spangle Looney, and Dahm, 1991). The purpose of this study was to compare the language and socialization skills of a group of five-year olds with a history of LT to a group of normal subjects of the same age. If significant differences were found between the two groups in either area, the scores of the subjects with a history of LT at age two would be correlated with their scores at age five to investigate whether a significant relationship existed between their scores at both ages. It was hypothesized that the subjects with a history of LTwould be at risk for longterm delays in both language and socialization. More specifically, the group of subjects with a history of LT, as a whole, would show significant delays in the areas of expressive language and socialization as compared to the normal controls. It was further hypothesized that the subjects with a history of LTs' scores at the age of two would reliably predict their scores at five, given a significant deficit in either area. The Vineland Adaptive Behavior Scales VABS (Sparrow, Balla, & Cicchetti, 1984) was the test instrument used to gather the data at both age levels, five years and two years. Parents of 25 subjects with a history of L T and 25 normal subjects were interviewed by a trained graduate researcher on their child's communication, daily living and socialization skills using the VABS. Results of an ANOVA and Tukey multiple comparisons indicated that the subjects with a history of LT, as a whole, scored significantly lower than the normal subjects in the areas of expressive communication and socialization at age five. Since a proportion of the test items in the socialization domain of the VABS require the child to verbalize, an item analysis between the verbal and the nonverbal test items was performed to determine the influence of the verbal test items on the subjects with a history of LTs' socialization scores. Results of the item-analysis indicated that the subjects with a history of L T's poor performance on the socialization scale was due to their deficits in social skills not their deficits in expressive language. Lastly, a Pearson Product Moment Correlational Test was conducted to investigate the relationship between the subjects with a history of LTs' scores at age two on the communication and the socialization scales and their scores at age five on the same scales. Results indicated that the subjects with a history of LTs' scores on both the socialization scale and the communication scale at age two correlated significantly with their scores on the socialization scale at age five. Therefore, the subjects with a history of LTs' socialization and communication scores at age two are good predictors of their adaptive social skills at the age of five.
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Landis, Brenda Coldren. "Training secondary LD students in the use of semantic maps : effects on prose recall." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/441107.
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The purpose of this study was to determine if instructing secondary learning disabled students in how to use semantic maps and requiring the students to use semantic maps to study a passage would affect the recall of the passage after a 24 hour delay. An attempt was also made to determine if using a sequential list of the main points of the passage would affect delayed recall in the same positive way as did the use of the semantic maps. Four secondary learning disabled students who evidenced difficulty in recalling prose material after a 24 hour delay were selected for this study.A multiple baseline design across subjects using a multiple probe technique was used in this study. During baseline, students read a prose passage and were told to study it as they usually studied for a test since they would be asked questions about the passage the following day. Twenty-four hours later students were read 10 short-answer questions and their answers were recorded. Each student was in turn trained to use a semantic map to study a prose passage after reading it. When students exhibited Proficiency in using the semantic maps, daily assessments ofrecall were again made. Results showed that each of the four students recalled substantially more items when using the semantic map than during baseline.A changing elements design was then used to determine if using a sequential list of the main items from the passage would result in the same high recall scores which resulted from using the semantic maps. The results from this part of the study were inconclusive.It was concluded that training in the use of semantic maps and the requirement that a semantic map be used for study, resulted in increased recall for the secondary leaning disabled students in this study. The question of whether some other organizational format would be as effective as the use of the map needs further investigation.
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Abbott, Sylvia Patricia. "The effect of phonological decoding and structural analysis training on the reading achievement of delayed readers in the intermediate grades /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7803.
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Hare-Blye, Cynthia Lee. "Gender Differences in Slow Expressive Language Development." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4854.
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The contemporary research suggests that some children who present with early language delays as toddlers outgrow their delays while others continue to develop long-term language difficulties. Several studies over the years have focused on factors that might aid in predicting the outcome of late talkers. This current study emphasized exploring gender as a possible predictive factor. The purpose of this study was to determine if significant differences exist in the rate of growth in language skills, as indexed by scores on the Developmental Sentence Scoring (DSS) procedure (Lee, 1974) of boys versus girls who are late to start talking as toddlers. The research hypothesis was that boys who present as LT toddlers would score significantly higher than LT girls at each age level tested. The DSS is a norm-referenced instrument that assesses age-appropriate morphological development and syntax. The LT subjects used were part of the Portland Language Development Project, a longitudinal study. Spontaneous speech samples were collected, transcribed, and analyzed using the DSS procedure once each year from the time they were approximately 3 years of age, until the age of 7. Late talking children in this present study were grouped by gender. A Chi Square test was used to determine if the proportion of males scoring above the 10th percentile on the DSS was significantly different than the proportion of females scoring above the 10th percentile at each age. Results from this analysis indicated that at the age of 3 years, more boys than girls scored above the 10th percentile on the DSS. There were no significant differences found at the ages of 4, 5, 6, and 7. At-test was used to compare average DSS scores between the two genders for each year of the study. This test revealed a significant difference between the LT girls' and LT boys' scores at the age of 3 years. No significant differences were found for the subsequent years. However, difference between boys' and girls' scores at age 7 approached significance, with boys again scoring higher.
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Poulsen, John Christian S. "Efficacy of drama-based teaching on children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34693.pdf.
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Liang, Guoli. "Teaching children qualitative analysis of fundamental motor skill." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1816.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains vii, 87, 13 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 79-87).
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Alqallaf, Bader. "The social participation of children identified as having moderate learning difficulties/slow learning and the different ways of assessing such children in Kuwait and England (a comparative study)." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19281.
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This study addressed two main areas in the field of special education needs. First, it considered the concepts of MLD\Slow learning and the different ways to understand and recognise such terms in England and Kuwait. Second, it considered the stability of the social participation of children identified as having MLD\Slow learning in mainstream primary schools in both countries. The study utilized a cross-cultural design, which relies heavily on longitudinal and ethnographic approaches. In each country, two mainstream primary schools agreed to participate (i.e., four schools in total), comprising 22 children with MLD in England and 31 with slow learning in Kuwait. The results indicated that the concept of MLD was unclear to the participants, and that there was no procedurally objective way that could be followed to assess or recognise children with MLD in England. On one hand, this could lead to different assessment results for one child; on the other hand, it could also provide a flexible system through which MLD can be assessed in multiple ways. In contrast, slow learning in Kuwait is assessed objectively based solely on the IQ test as a main method, which could question the validity of the assessment. The results indicated that children with MLD in England were not found to be a homogenous group in terms of their social participation. Nonetheless, most of them displayed positive social participation with their typically developing children, as they were accepted to some extent by their peers and showed a good extent of friendship with their peers. Their social interactions were no different compared to that of their non-SEN peers. In contrast, the children with slow learning displayed no social interaction or friendship with their non-SEN peers who showed little acceptance of slow learning children. The results also indicated that the dimensions of friendship and peers’ acceptance levels were inter-related to some extent and could predict each other, albeit weakly with the dimension of social-self-concept.
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Guilfoyle, Karen. "Teaching Indian children: An ethnography of a first grade classroom." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184612.
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This is an ethnographic study conducted in a first grade classroom where the learning environment was structured by a teacher using a whole language philosophy. The focus of the study was on the instructional and social organization of the classroom and how they influenced the literacy learning of Yaqui Indian students. This classroom was selected because it was reputed as providing an effective learning environment. The study was developed to investigate the discontinuity and mismatch theory. This theory suggests that the interactional styles, ways of learning, and experiences of Indian children in the home/community may not match those typically used in schools. These cultural differences may affect their learning in the classroom. Data was gathered through being a participant observer in the classroom during three school years; formal and informal interviews with the teacher, students, parents of the Yaqui students, and staff members; examination of school documents and records; a teacher-researcher dialogue journal; and the attendance of events in the school and community. The findings are presented through a description and interpretation of events in the classroom. They are based on the understanding of how one teacher organized the learning environment to accommodate the Yaqui students' experiences and cultural background while facilitating literacy learning. The findings incorporate the most recent theories of language organization of instruction, the social organization in the classroom, and the teacher interacted together to create a social context that contributed to the quality of learning and participation in the classroom. This is a case study of a classroom with a relatively unique population of students and a particular teacher. What can be generalized from this study to other classrooms is an understanding of the influence the instructional and social organization has on student learning and a methodology that can be used to study this issue. The learning theories, organization of instruction and social organization described can serve as an example for other teachers and illustrate the power of this methodology.
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Parnell, Clarissa Jane. "The landscapes of teaching work : how teachers make educational decisions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7685.
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Jones, Beth Ann. "Temperament Differences in Children with a History of Slow Expressive Language Development and Their Peers with Normal Language Development." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5281.
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Language is the way in which individuals are able to express ideas, feelings, needs, expectations, and form relationships with others in their surrounding environment. A disruption in language development may negatively impact a child's social development. Research shows that children with language delays or disorders tend to have increased social and behavioral difficulties (Cantwell & Baker, 1977; Caulfield, Fischel, DeBaryshe, & Whitehurst, 1989). However, research has not examined temperament differences in young children with language delays or disorders. The question this study sought to answer was: Is there a significant difference in the dimensions of temperament between children with a history of slow expressive language development and their peers with normal language development? The subjects in this study ranged in age from 64 to 74 months. They included 33 children with a history of slow expressive language development (SELD) and 27 children with normal language development. The temperamental characteristics of each of the subjects was assessed by ratings provided by their parents, utilizing the Parent Temperament Questionnaire for Children (Thomas, Chess, & Korn, 1977), a questionnaire to assess the way a child behaves during everyday situations. The question was analyzed by calculating the means and standard deviations for the nine temperament dimensions for· the two groups. To determine if there were significant differences among the two groups, two tailed t-tests were computed at the .05 level of significance. The Parent Temperament Questionnaire for Children (Thomas et al., 1977) showed the children with a history of slow expressive language development to have significantly different scores in the dimensions of approach-withdrawal and intensity of reaction than the subjects with normal language development at 5 years of age.
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Sun, Derjen Jeney. "Teaching young children compositional concepts to enhance music learning in a computer learning environment." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216827.
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Hui, Wu-on Louise. "Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD) /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18543856.
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Smith, Rita Louise. "Story retelling skills in 4-year-olds with histories of normal and delayed language development." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4281.
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There is a growing group of researchers who believe that narrative skills are the bridge from oral language to literacy (Culatta, Page, & Ellis, 1983; Roth & Spekman, 1989; Westby, 1989). Narrative production requires higher level language skills to create a cohesive discourse unit using decontextualized language. Narrative ability has also been found to be the best predictor for normal speech and language development for preschoolers with language impairments (Bishop & Edmundson, 1987) and reading comprehension achievement for learning-disabled, school-age children (Feagans & Applebaum, 1986) . These same skills are prerequisites for achievement of literacy and school success.
The purpose of the present study was to compare the story retelling ability of 4-year-olds who did not achieve normal expressive language milestones at age 2 with those who did. The original group size was 22 children with normal expressive vocabulary size at age 24-34 months, and 23 children whose expressive vocabulary size fell below the normal range at 24-34 months referred to as "late talkers."
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Johnson, Nancy Ann. "Gender Differences in the Language Development of Late-talking Toddlers at Age 3." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5253.
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Language is a major part of a child's early developmental growth. Research examining early language shows a wide variation in the rate of language acquisition and its pattern of development. These variations also exist when language development is delayed. The purpose of this study was to investigate the possibility of a relationship between gender and language delay by looking for significant differences in the language skills of 3-year-old boys and girls who were identified as late-talkers (LTs) at the age of 2. Data used for analysis in this study were retrieved from data collected earlier as part of the Portland Language Development Project (PLDP) and a concurring study of late-talking girls. Subjects for this study were drawn from these larger cohorts. The files of all prospective subjects were examined for an expressive vocabulary of less than 50 words at 20-34 months, and for participation in the follow-up evaluation at age 3. Final selection of subjects for this study included 23 boys and 16 girls. Scores from five previously administered assessment measures were compiled for analysis, including the Developmental Sentence Score (DSS), the Expressive OneWord Picture Vocabulary Test (EOWPVT), the Goldman-Fristoe Test of Articulation (GFTA), the Test of Auditory Comprehension of Language-Revised {TACL-R), and the Peabody Picture Vocabulary Test-Revised. These measures were administered as part of the PLOP and the study of late-talking girls. Mean scores for the boys and the girls were computed for each assessment measure. A two-tailed t-test was used to analyze the differences between these mean scores. The results revealed a significant difference, beyond the .05 level of confidence, between the boys' and girls' scores for the EOWPVT. Although no other significant differences were found, it was noted that the boys' scores were consistently higher than the girls' scores on all measures. It was also noted that, on 4 out of 5 assessment measures, a higher percentage of girls did not respond or could not complete the test due to inability to attend. The fifth measure, the PPVT-R, was completed by all subjects.
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Counsel, Shelly, Lawerence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenburg, Meeteren Beth Dykstra Van, Sonia Yoshizawa, and Betty Zan. "STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways." Digital Commons @ East Tennessee State University, 2015. https://www.amzn.com/0807757497.
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This teacher's guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3-8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy.https://dc.etsu.edu/etsu_books/1136/thumbnail.jpg
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Evanshen, Pamela A., E. Rubayyi, T. Ahmed, O. Mendoza, Q. Tian, E. Edokhamhan, K. Castanon, et al. "The Teaching and Learning Environment: Impact on Children, Families, and Teachers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6014.
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Carter, Awena Elizabeth. "Discourses of learning and teaching : analysing my own practice with dyslexic children learning to write." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440386.
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Saunders, Shelly. "A study in the language acquisition styles of language delayed toddlers." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4106.
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The purpose of the present study was to determine if language delayed toddlers, 18 to 30 months of age, were at one end of the referential/expressive continuum. It was this researcher's hypothesis that due to the restricted vocabulary of children who use an expressive language style, that the delayed toddlers would tend to be more expressive speakers.
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Law, Man-shing, and 羅萬成. "Social status and friendship patterns among students with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957973.
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Kellogg, Loretta Marcia. "Temperament and Language Development in First Grade Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5283.
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Many young children develop language over a broad range of ages yet present as having normal language development. When language development lags behind what is considered a normal time line, it is important to consider the various factors that may contribute to the delay in development. The purpose of the current study was to examine various aspects of temperament among three groups of children with varying language histories. The specific question to be answered was, do significant differences occur on parent and clinician questionnaires of temperament among three groups of first grade children demonstrating varying levels of language development: those with normal language (NL), those with a history of expressive language delay (HELD), and those with chronic expressive language delay (ELD)? Subjects for this study included 23 subjects in the NL group, 22 subjects in the HELD group, and 6 subjects in the ELD group. The groups were compared utilizing the Temperament Assessment Battery for Children (TABC) on six variables of temperament on Parent Forms and five variables of temperament on Clinician Forms. The data were analyzed to see if significant differences existed among the language diagnostic groups. On the Parent Forms, a trend towards low approach/withdrawal characteristics was observed between the NL and ELD groups. On the Clinician Forms, a significant difference was observed on the variable, approach/withdrawal, between the NL group and HELD group. Both parametric and non-parametric analyses were in agreement on this finding. The suggestion that low approach/withdrawal tendencies exist within late talking children may be the long term result of interaction between expressive language delayed children and the communication environment. These results must be viewed tentatively because the sample groups were of unequal numbers. If all diagnostic groups had been of equivalent size, the results may have been yielded stronger significance.
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McFarland, Lisa L. "A study of the narrative skills in kindergarten children with normal, impaired, and late developing language development." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4417.
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Children's narrative language plays a critical role in guiding the transition between oral language and literacy (Roth & Spekman, 1989; Westby, 1989). Narrative comprehension and production by normally achieving and language delayed school-aged children have been studied. Many of these studies have involved story retellings. Few have studied how spontaneously produced narratives are organized especially by young children.
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James, Denise Elaine. "A comparison of the maladaptive behaviors of normal, language delayed, and late talking toddlers." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3894.
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People use language to communicate their needs and intentions, to express emotions, and to form relationships. It seems likely that a disruption in children's language development would have a negative impact on their social development. There is extensive research that shows that school age children with delayed language are "at risk" for increased maladaptive behaviors (Cantwell and Baker, 1977). Whether this is also true for children in the earliest stages of language development is not yet known.
The questions this study sought to answer were: 1) Is there a significant difference in the severity and frequency of maladaptive behaviors seen in language delayed children, children who were "late talkers," or children with normal language? and 2) Is there a significant difference among the three subject groups in terms of which behaviors parents are the most concerned about·?
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Higgins, Trevor P. "Teaching strategies for students with attention deficit hyperactivity disorder." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/THiggins2007.pdf.
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Weeks, Sally Annette Jane. "Individual differences in learning to spell and the efficacy of different teaching strategies." Thesis, University of Surrey, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252356.
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Robinson, P. J. "The teaching and learning of vocabulary : with special reference to bilingual pupils." Thesis, n.p, 2000. http://oro.open.ac.uk/18987.
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Hernandez, Rita F. "A Study of the Narrative Skills of 7-Year Olds with Normal, Impaired, and Late Developing Language." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5070.
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The narrative, just like any lectured or monologue information which is shared, does not depend to any great extent on context. Therefore, ability to encode and decode the information to be presented verbally is required, that is, in order for the speaker to be able to verbalize what he or she wants to say while taking into consideration the listener's needs. This indicates that production of strong narratives depends on higher level language skills, and so children's narratives provide a sensitive means of assessing children's language development. The purpose of this study was to compare the narrative ability of children at second grade age, using a wordless picture book, with differing rates of language development. Subjects were assigned to three diagnostic groups, (normal, history of expressive language delay, and chronic expressive language delay) based on their original diagnoses at 20 - 34 months (normal or late-talker) and their Developmental Sentence Score (Lee, 1974) at second grade age. During the second grade assessment, each subject was audiotaped producing a spontaneous narrative using a wordless picture book. These narratives were scored on eight measures: Mean Length of Utterance per T-Unit, TypeToken Ratio, Narration Length in T-Units, Information, Average Sentence Length, Lexical Diversity, Cohesion, and Narrative Stage. Results of the ANOVA and the Duncan Test multiple comparison procedures revealed significant differences among the groups on only one variable - Mean Length of Utterance per T-Unit. Children in the normal language group and the history of expressive language delay group performed significantly better than the group of children with chronic expressive language delay. No significant differences were found between the normal language group and the history of expressive language delay subjects.
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Johnson, Karen Elaine. "A Study of the Narrative Skills in 6-year-olds with Normal, Impaired, and Late Developing Language." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4595.
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Proficiency in various higher level language skills is necessary to integrate and organize units of meaning beyond the sentence level. Examining narratives has become a useful tool for assessing these language abilities. Narrative skills are considered by many researchers to be a strong link between oral language and literacy, and related to academic performance (Westby, 1991; Roth & Spekman, 1991). The present study was part of the Portland Language Development Project, a longitudinal study of early language delay. The purpose of this study was to assess higher level language abilities by examining the stories of 6-year-olds with normal, impaired, and late developing oral language. The specific objective was to determine whether there were differences on 9 measures of narrative skill in first graders that could be related to their pattern of language acquisition. The original group size was 24 children with normal expressive vocabulary size at age 20-34 months, and 30 children whose expressive vocabulary size fell below the normal range at 20-34 months referred to as "late talkers." These two groups of children were re-evaluated when in first grade. Each child was audiotaped producing a narrative and a spontaneous language sample. The Bus Story (Renfrew, 1977), a story retelling procedure, was administered for the narrative measure. When the spontaneous, conversational language samples were scored for syntactic complexity with Lee's (1974) Developmental Sentence Score (DSS), 22 (73°/o) of the original L T had scores in the normal range and were reclassified as "History of Expressive Language Delay" (Hx). The remaining 8 (27°/o) who continued to fall below the normal range were now classified as "Expressive Language Delayed" (ELD). The narrations produced by all of the children were scored on nine measures: narration length in T-units, mean length perT-unit in morphemes, type-token ratio, average number of morphemes in the five longest sentences, information retold, lexical richness, cohesion, percentage of new propositions produced, and narrative stage assignment. No significant differences were found among the three diagnostic groups on the following seven measures: narration length in T-units, mean length perT-unit in morphemes, type-token ration, information retold, lexical richness, cohesion, or percentage of new propositions produced. Significant differences were found among groups on the average number of morphemes in the five longest sentences. Both the normal group and the Hx group scored significantly higher than the ELD group. Significant differences were found between the normal group and both the Hx group and the ELD group on the measure of narrative stage assignment. The present study suggested that children with early language delay appear to "catch up" with normal peers in most areas of narrative ability by age 6. Of the variables examined in this study, the production of an overall mature narrative was the primary deficit noted in children with a history of expressive language delay. Language intervention should focus not only on morphology and syntax, but also on basic story grammar knowledge. Children with an expressive language delay as well as children with a history of language delay may need additional teaching and training of narrative skills in order to succeed with literacy.
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LaPlante, Rebecca Jayne. "The Relationship Between Cognitive Skills Measured by Piagetian Tasks at Age 2 and Linguistic Skills Measured by an Expressive Language Test at Age 4 in Normal and Late Talkers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4602.
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The purpose of this study was to examine the relationship between cognitive skills as measured by Piagetian tasks at approximately 2 years of age and expressive and receptive language scores from tests administered to the same children 2 years later. The questions this study sought to answer were: 1. Is there a significant difference in the performance of normal children and late-talking children on Piagetian cognitive assessment at age 2? 2. Is there a significant relationship between the cognitive scores at age 2 and language scores at age 4 in each of the two diagnostic groups? Sixty-four subjects participated in this study, 27 children with normal language and 37 children considered to be late talkers. These children are part of the Portland Language Development Project, a longitudinal study being conducted at Portland State University, Portland, Oregon. The instruments used to gather data for this study were the Uzgiris-Hunt Scales of Infant Psychological Development, the Test of Language Development (TOLD), and the Developmental Sentence Score (DSS). No significant difference was found between normal children and late-talking children on Piagetian tasks. No significant correlation was found between cognitive scores at age 2 and language scores at age 4. The only significant difference found between the groups was in relation to expressive language. The DSS and the expressive language score on the TOLD were significantly different between the normal and late talkers.
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Ohashi, Yumi. "Teaching and learning through interaction : a case study of Japanese children learning English as a foreign language." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/339/.
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This thesis presents an analysis of interaction within an EFL classroom in a Japanese primary school. Adopting a sociocultural perspective of learning, the study explores the applicability of "guided participation" (Rogoff, 1990) as an approach to understanding the process of classroom language learning. It is a concept in which learning is Viewed as increased "participation" ("Participation metaphor" Sfard, 1998) in the activities of a community, achieved by mediation through language use and structuring. Drawing on sociocultural theory, a method of discourse analysis was developed to reveal the educational processes involved in discourse. Data obtained from eight lessons was transcribed and coded for discourse actions, actions whose pedagogic functions are realised through the mediational use of language. Seven discourse patterns emerged, among them capturing the major characteristics of participation. One pattern in particular involving teacher assistance emerges as having the potential to promote a transformation of pupil language use and participation. Discourse patterns were further examined to identify how opportunities / "affordances" (Gibson,1979) for participation emerge. Drawing on an ecological perspective, a method of analysis for "affordances" in the EFL classroom was developed. Six dimensions of affordances were identified and an examination of the interplay of these dimensions in each discourse pattern carried out. As a result, four types of affordance were identified, two of which, "Strong affordance" and "Contingent affordance", emerge as the most effective for enhancing pupil participation. Analysis further revealed (1) the existence of multiple affordances within a task or an activity, (2) the importance of the teacher's role in the facilitation of affordances, (3) the importance of the active agency of a learner and (4) the complex interplay between learner and environment, the ecology of the classroom. The research also analysed a problematic class to identify causes of negative participation. The thesis concludes that the process of "guided participation" is observable in classroom discourse as pupils make use of affordances available in the environment,, suggesting that a sociocultural method of discourse analysis along with the concept of affordances and an ecological method of analysis for affordances is a valuable means of illummating the complex, social and interactional nature of language learning in the primary EFL classroom. Finally, the findings of the study imply that a greater focus by teachers upon "guided participation" has the potential to enhance the learning process in the formal world of the primary classroom.
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Shiffer, Mary Elaine. "A comparison of communication intentions in toddlers between sixteen and thirty-four months of age." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3858.
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The purpose of this study was to compare the frequency and range of communication intentions in normally developing toddlers and ELD toddlers. Data were gathered from ten minute video tapes of low structured parent/child interaction by coding twelve communication intentions commonly acquired in the first two years of life and expressed with five modes of communication.
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Tassinari, Antonella, and Codonho Camila Guedes. "At the rhythm of community: teaching and learning among Galibi- Marworno indigenous children." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/78826.
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El presente artículo está basado en investigaciones de campo realizadas por las autoras con niños indígenas galibi-marworno, de la región de uaçá, al norte del estado de Amapá, en Brasil. Pretende presentar aspectos de la pedagogía propia de esta población, que se sustenta en la importancia de la libertad y la autonomía para un aprendizaje adecuado y la producción de cuerpos saludables, dando cuenta de los aspectos no verbales del aprendizaje y rescatando la inventiva del aprendizaje por imitación, así como la agencia infantil implicada en esos procesos. el artículo presenta las concepciones de los galibi-marworno sobre infancia y desarrollo infantil, así como las estrategias familiares para la transmisión de conocimientos, contextualizándolos en relación con la historia y la organización de este grupo. Al describir los procesos de aprendizaje propios de los galibi-marworno, se busca contribuir a que los procesos de educación escolar puedan considerarlos y respetarlos, conforme exige la legislación brasileña.The article is based on field research conducted by the authorsamong Galibi-Marworno people from Uaçá region, at northern state of Amapa, Brazil. The objective is to present some aspects of their pedagogy, which is founded on the importance of freedom and autonomy for an accurate learning and the production of healthy bodies, focusing on nonverbal aspects of learning, the creativity of imitation and the children agency involved in those processes. The article presents the Galibi-Marworno’s ideas about childhood and child development and their strategies in the transmission of knowledge, contextualizing them in relation to the history and organization of the people. This description of the Galibi-Marworno’s learning processes aims to contribute to a more respectful schooling process, as required by Brazilian law.
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Alenezi, Nouf. "Teachers' and parents' perspectives towards including 'slow learners' in mainstream schools in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24053.
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This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in two primary mainstream schools in the State of Kuwait. The concept of inclusion, through a review of major issues and limitations in the current practice of inclusion is highlighted by this case study. A multi-method data collection approach, using semi-structured interviews and critical discourse analysis of the policy document for inclusion in Kuwait, has led to identifying what has been done, so far in practice, for inclusion, as well as identifying the potential changes that need to be made. Kuwait is a signatory to the UNESCO Salamanca Statement, set out in 1994, which requires states to move towards systems "enabling schools to serve all children". However, to date, "inclusion" in Kuwaiti mainstream schools is limited to two groups of children: those with Down's Syndrome and those referred to as "slow learners", a term used to describe certain children with low IQ. All other children with special educational needs are educated in segregated settings. This study examines policy and explores participants' perspectives towards the inclusion of children identified as "slow learners" in primary mainstream schools in Kuwait, in order to arrive at insights which might further the policy and practice of supporting inclusion of children with special educational needs. This study found that the dominant conceptual model underpinning policy and practice in Kuwait is the "medical model" of disability, as the current understanding and practice of inclusion, teachers' and mothers' perspectives towards inclusion and articulation of the inclusion policy in Kuwait is informed, conceptualized and affected by this model. This understanding lends itself to practices of integration rather than inclusion, However, "the term 'inclusion' replaced 'integration' and is often contrasted with 'exclusion' " (Topping & Maloney, 2005, p.42). Inclusion means equal access and increasing the participation of students with special needs in mainstream school as promoted by the Salamanca Statement (UNESCO,1994), while integration means limited access and less participation of students with special needs in mainstream school, thus integration is "largely a 'disability' or SEN issue" (Topping & Maloney, 2005, p.42). This study also found that perspectives of inclusion are influenced by the social, cultural and religious context of the country. Finally, this study concludes that in the context of Kuwait, there is a clear effect of the cultural understanding of disability on the way that the current policy of inclusive education is represented. Such cultural influence not only affects the policymakers of the region and the way inclusion is implemented, but also it effects "slow learners" in the light of how disability and inclusion are constructed by the head teachers, teachers and mothers in this study. Such cultural and social values and beliefs of Kuwaiti culture pose obstacles to the existence of inclusion in Kuwait, as promoted by the Salamanca Statement. As a signatory to the Salamanca Statement, this study suggests that in order to adequately accommodate "slow learners" and other students with disability in mainstream schools in Kuwait, policy needs to be reconceptualised.
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Simon, Rebecca A. "Teaching arithmetic to students with learning disabilities : a unique approach." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29522.
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The present study was designed to see if children with learning disabilities could be taught three-row, double-digit addition problems using a dot-notation method. Three children with learning disabilities were selected for the study. Prior to the intervention, these students used a combination of count-all and count-on strategies when solving addition problems and used concrete referents such as fingers or tallies. A multiple-probe design was used to evaluate the effectiveness of the intervention with the 3 subjects. The experiment consisted of a teaching phase where students were taught to touch and count the dots on numbers 1 to 9 in a specified pattern and an intervention phase where students progressed through nine levels of addition problems. The final stage consisted of three-row, double-digit addition problems requiring regrouping with touch points removed. Results indicate that the 3 subjects were able to learn and apply the dot-notation method successfully and were able to retain the method from one and a half to four and a half months after completing instruction. Suggestions for future research and for teachers are discussed.