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Dissertations / Theses on the topic 'Specific language disorders'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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

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

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2

Thatcher, Karen L. "Phonological awareness in children with specific language impairment." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263923.

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This study investigated the phonological awareness abilities of children who were typical and atypical. The primary purpose of this study was to determine whether there were developmental differences in the phonological awareness abilities (i.e., syllable, onset/rime, phonemes) of the two groups of participants through a sound segmentation task. The participants were arranged into preschool, kindergarten, and first grade groups. Stimuli included one and two syllable words, which were originally used by Treiman and Zukowski (1991) when they investigated the sound segmentation abilities of ty

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3

Willet, Holly. "Effects of treatment on finite morphemes in children with specific language impairment /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404975.

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4

Newbury, Dianne F. "A genome wide screen for loci involved in specific language impairment." Thesis, University of Oxford, 2002. http://ora.ox.ac.uk/objects/uuid:2b30517a-cecd-49f3-8a5d-556cef6d6723.

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Approximately 4% of English-speaking children are affected by Specific Language Impairment (SLI); a disorder in the development of language skills despite adequate opportunity and normal intelligence. Several studies have indicated the importance of genetic factors in SLI; a positive family history confers an increased risk of development, and monozygotic concordance consistently exceeds that of dizygotic twins. However, like many behavioural traits, SLI is assumed to be genetically complex with several loci contributing to the overall risk. This thesis aims to clarify the genetic mechanisms u

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5

Holmes, Alana Maureen. "Theory of mind and behaviour disorders in children with specific language impairment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ64711.pdf.

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6

Meyers, Christina. "Investigation of Treatment Dose Schedule for Children with Specific Language Impairment." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560819.

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Dosage has been identified as important element of intervention that has the potential to affect intervention efficacy. The purpose of this study was to examine the role of dose schedule for treatment of grammatical morphology deficits in children with Specific Language Impairment (SLI). Sixteen 4-5 year old children with SLI participated in a 6-week intervention program during which children received equivalent daily Enhanced Conversational Recast treatment targeting grammatical morpheme errors. Half of the children received treatment in one 30-minute session (massed condition). The other ha

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Haskill, Allison Marie. "A Comparison of morphosyntactic and phonological profiles of children with specific language impairment and children with phonological-language impairment /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3024486.

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8

Shaw, Rhonwen Elisabeth. "Word awareness and grammatical awareness in normally developing children and children with specific language impairment." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243717.

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9

Lai, Lok-men Ginny. "Towards the identification of Cantonese-speaking children with specific language impairment using story measures." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279228.

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Thesis (B.Sc)--University of Hong Kong, 2005.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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10

Stein, Adam W. Mr. "An In Depth Analyses of Specific Language Impairment as Compared to Other Developmental Disorders." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/467.

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Specific language impairment (SLI), defined as a disproportionate difficulty in learning language despite having normal hearing, intelligence, and no known neurological or emotional impairment, has been shown to share similar cognitive characteristics with individuals with attention deficit hyperactive disorder (ADHD). However, little research has investigated the dissimilarities in these two different developmental disorders. Children with SLI also show many similar symptoms with individuals diagnosed with dyslexia. The aim of these studies is to get a better understanding of cognitive differ

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11

Sin, Wan-san Dorene. "The identification and characterization of Cantonese-speaking children with specific language impairment." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B3620769X.

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Thesis (B.Sc)--University of Hong Kong, 2000.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

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12

Christou, Spyros. "Language comprehension in children with Specific Language Impairment: an Eye-Tracking study." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/586187.

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[eng] Children with Specific Language Impairment (SLI) show considerable difficulties in the linguistic production of verbal morphology marks and function words. The present study analyzes the capacity of children with SLI (n=24; age range 4:06-12), children with typical language development (n=48; age range 4:03-12) and adults (n=24; age range 18-30) to process the mentioned linguistic elements of the Spanish language in six online comprehension tasks. Simple sentences structures were used with the objective to reduce, as much as possible, the lexical difficulty in order to focus the analysis

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13

Jong, Jan de. "Specific language impairment in Dutch : inflectional morphology and argument structure /." Groningen, Netherlands : [Rijksuniversiteit te Groningen], 1999. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008846575&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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14

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

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

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Willes, Melissa Ann. "Event Related Potentials of Syntactic Language Processing in Two Children with Specific Language Impairment: A Case Study." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2306.pdf.

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Atwood, Kristen Diane. "Recognition of Facial Expressions of Six Emotions by Children with Specific Language Impairment." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1501.pdf.

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Stevens, Courtney Elizabeth. "Vulnerability and plasticity of brain systems implicated in language and reading disorders /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1400967471&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 146-163). Also available for download via the World Wide Web; free to University of Oregon users.

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18

Haskill, Allison M. "A longitudinal look at the grammatical morphology development of a child with specific language impairment /." abstract and full text PDF (UNR users only), 1998. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1390834.

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19

Hedenius, Martina. "Procedural and Declarative Memory in Children with Developmental Disorders of Language and Literacy." Doctoral thesis, Uppsala universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204245.

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The procedural deficit hypothesis (PDH) posits that a range of language, cognitive and motor impairments associated with specific language impairment (SLI) and developmental dyslexia (DD) may be explained by an underlying domain-general dysfunction of the procedural memory system. In contrast, declarative memory is hypothesized to remain intact and to play a compensatory role in the two disorders. The studies in the present thesis were designed to test this hypothesis. Study I examined non-language procedural memory, specifically implicit sequence learning, in children with SLI. It was shown t

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20

Haskin, Heather. "The Withdrawn and Sociable Behaviors of Children with Specific and Nonspecific Language Impairment." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3129.pdf.

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21

Ahufinger, Sanclemente Nadia. "Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.

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This dissertation was written to answer some questions about the different roles played by memory in school-age Catalan-Spanish children with specific language impairment (SLI). Currently, a small but growing body of work suggests that individuals with SLI have difficulty performing tasks that require non-declarative learning. That is, they present with difficulties in the process of extracting abstract knowledge from statistical patterns, probabilistic computations (statistical learning) and procedural skills (procedural learning) embedded in the input. The Procedural Deficit Hypothesis—PDH—(

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22

Finney, Mianisha C. "Simulating Specific Language Impairment: Effects of Sentence Length and Input Rate on Complex Sentence Comprehension." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1255023751.

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23

Gagné, Andréanne. "Narrative discourse in French-speaking school-age children with and without specific language impairment : development, factors contributing to competency, and pragmatics." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115868.

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This thesis is comprised of three manuscripts, each concerned with the narrative abilities of school-aged French-speaking children as assessed with the Edmonton Narrative Norms Instrument (ENNI). The three studies involved the same three groups of participants: one group of 12 children with SLI between the ages of eight year three months and nine year nine months, 12 typically-developing children of the same age and 12 typically-developing children matched on language abilities. Each child completed narrative tasks, language abilities tasks and cognitive tasks during one experimental session a

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Kovac, Ilija. "Genetic epidemiology and phenotypic resolution of complex traits : studies in specific language impairment and alcoholism." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36974.

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Rationale. Definition of complex behavioral disorders is generally phenomenological in nature and guided by pragmatic, rather than genetic, concerns. Consequently, important aspect of genetic analysis is the search for novel phenotypic definitions from the familial/genetic perspective. SLI study 1. SLI denotes an inability to acquire normal language in the absence of peripheral hearing impairment, neurological disorder, and mental retardation. Sibling resemblance for several theoretically derived specific components of the SLI phenotype was examined in families of SLI children. In 38 sib-pairs

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25

Weckerly, Jill. "Morphosyntactic ability and word fluency in atypically developing children : evidence from children with specific language impairment and children with early focal lesions /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975030.

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26

Baldridge, Meghan A. "Social Outcomes of Students with Language Impairment: An Eight-Year Follow-up Study." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2027.pdf.

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27

Waters, Anna Jeddeloh. "Understanding Pervasive Language Impairment in Young Children| Exploring Patterns in Narrative Language and Functional Communication." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567914.

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<p> Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the theoretical and experimental literature on narrative skills and language impairment as well as empirical support for understanding language delays as part of a group of risk factors that affect child development. The present study describes patterns in th

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Mengler, Elise Dione. "Neurophysiologically mediated auditory processing insensitivity in children with specific language impairment : behavioural discrimination and the mismatch and late discriminative negativities." University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0154.

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[Truncated abstract] Some children with Specific Language Impairment (SLI) show poor performance on behavioural tasks designed to measure rapid auditory processing, such as the Repetition Test developed by Tallal and colleagues. Stemming from concerns about whether this task reflects higher-order, cognitive variables, this thesis sought to determine whether the performance deficits SLI children show were evident at the neurophysiological level, with minimal cognitive influences, such as attention, using paradigms designed to elicit the mismatch negativity (MMN) and late discriminative negativi

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29

Klop, Daleen. "The relationship between narrative skills and reading comprehension : when mainstream learners show signs of specific language impairment." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6755.

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Thesis (PhD (General Linguistics))--University of Stellenbosch, 2011.<br>Bibliography<br>ENGLISH ABSTRACT: The attainment of literacy is crucial for survival in a modern industrialised, knowledge-driven society. Children with poor language skills are at risk for academic failure because of the differences between oral language used in daily interactions and the language skills needed to succeed in a formal school environment. The impact of poorly developed oral language skills on the successful acquisition of reading skills, particularly reading comprehension, is often underestimated

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Stott, Dorthy A. "Recognition of Emotion in Facial Expressions by Children with Language Impairment." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2513.pdf.

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McCleve, Chelsea Pulsipher. "Analysis of the Effectiveness of Social Skills Intervention in Improving the Use of Validating Comments Used by Children with Specific Language Impairments in Peer Group Interactions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2499.

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This study examined the efficacy of a social skills training program on the use of validating comments and negative comments by children with specific language impairment. The present study is an extension of a previous research project. Four children (three female, one male) with specific language impairment, ages 6 to 11, participated in a ten week social skills training program which involved direct instruction of target concepts, peer interactions with classmates, and evaluation of the use of target skills by reviewing videotaped peer interactions. The individual performance of each subjec

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Gahyva, Dáphine Luciana Costa. "Eficácia da intervenção fonoaudiológica em crianças com distúrbio específico da linguagem." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-14062007-142629/.

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O objetivo deste estudo foi comparar o desempenho psicolingüístico de crianças com Distúrbio Específico de Linguagem (DEL) com o de crianças que apresentam desenvolvimento típico de linguagem (DTL), apontando os marcadores psicolingüísticos mais significativos do distúrbio e também comparar a eficácia de dois métodos de intervenção - Modelo de Intervenção no Meio e Modelo Neuropsicolingüístico - no desempenho psicolingüístico das crianças com DEL. Participaram desta investigação 12 pré-escolares de ambos os gêneros, com idade entre 4:0 - 6:11 anos, sendo metade deles pertencentes ao grupo expe

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Javid, Melanie Diane. "The Relationship between Social Behaviors and Working Memory in School-Age Children with Language Impairment." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1207.pdf.

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34

Norbury, Courtenay Frazier. "Pragmatic language impairment : where autistic spectrum disorder meets specific language impairment." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404362.

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Richards, Susan Mary. "Rhythmic sensitivity and developmental language disorder in children." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269930.

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Children with Developmental Language Disorder (DLD) have difficulties in acquiring language in the absence of other neurodevelopmental issues (e.g. autism, hearing impairment) and despite growing up in an adequate language-learning environment. Previous characterisations of DLD have focused on grammatical processing, phonological memory or rapid auditory processing. This thesis approaches the language-learning difficulties of children with DLD from a novel perspective by considering the potential contribution made by differing levels of sensitivity to the rhythmic properties of language. Child

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

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

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Cigaitė, Eglė. "Daugiakalbių vaikų kalbos sutrikimų atpažinimas ir pagalbos teikimo metodai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140717_154752-74040.

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Šiame darbe nagrinėjami daugiakalbių vaikų kalbos sutrikimų atpažinimo ir pagalbos teikimo metodai. Tyrimo tikslas – išnagrinėti daugiakalbių vaikų kalbos sutrikimus, jų atpažinimo metodus ir parengti logopedinės pagalbos modelį. Atliktas kokybinis tyrimas, iš dalies struktūruoto interviu forma apklausiant daugiakalbių vaikų, turinčių kalbos sutrikimų, tėvus. Interviu metu gauti duomenys išanalizuoti ir jais remiantis sudarytas pasirinkto atvejo logopedinės pagalbos modelis. Pirmajame skyriuje nagrinėjami tipinės daugiakalbių vaikų kalbos raidos ypatumai, aptariamos svarbiausios šios srities s

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Rinaldi, Wendy Frances. "Understanding pragmatic meaning : a study of secondary school students with specific developmental language disorder." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021777/.

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This study explores the hypothesis that there are particular difficulties for secondary school students with specific developmental language disorder (SDLD) in understanding contextual, pragmatic meaning in relation to non pragmatic (semantic) meaning. It compares sixty-four SDLD students, aged between twelve and fourteen years, with chronolgical-age-matched and language-age-matched non-language impaired students. Language age is measured by a test of non-pragmatic meaning comprehension. Incorporating the development of new procedures, the study examines the students' comprehension of two type

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Ahmad, Rusli Yazmin. "Do Children with Developmental Language Disorder Demonstrate Domain-Specific (Verbal) or Domain-General Memory Deficits?" Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510895890722091.

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McKean, Cristina. "Investigating the development of a developmental disorder : mapping the trajectory of lexical development in specific language impairment." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1612.

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There is increasing consensus that to understand developmental disorders we must apply developmental theoretical models and methodologies. To develop a fully specified developmental model of a developmental disorder we must understand both the nature of the innate causal processing deficits of the disorder and also how these deficits in early processing mechanisms then change the developmental process. This study aimed to examine the second of these issues with respect to Specific Language Impairment (SLI) and so describe the altered trajectory of development in this group of children. Explana

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Hill, Elisabeth Louise. "An investigation of the movement difficulties of children with developmental co-ordination disorder or specific language impairment." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433100.

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Schindler, Rachael Dawn. "Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860.

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Naude, Elsie. "Profiling language in young urban English additional language learners." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/29212.

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The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible so that their language development may be optimised. Multilingualism, which has become a universal phenomenon, may mask the presence of language impairment if the pre-school teacher or speech-language therapist is not proficient in the young multilingual learner’s primary language. In some urban areas of South Africa, where many languages are represented in each pre-sch

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Gross, Susan I. "The Impact of Education and Experience on Diagnostic Accuracy." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1433424760.

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Persson, Annika. "The Role and Scope of Culture in the Development and Healing of PTSD in Leslie Marmon Silko's Ceremony." Thesis, Växjö universitet, Institutionen för humaniora, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5446.

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This essay discusses the perceived case of post-traumatic stress disorder in Leslie Marmon Silko's character Tayo from the novel Ceremony, using personal accounts of actual PTSD-suffering war veterans as a point of reference. The goal is to fathom the influence that culture may have in the development and healing of PTSD, and to identify possible trans-cultural aspects. The main focus of the analysis is therefore on personal background, interpersonal relationships, post-war experiences, and experienced symptoms.

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Oliveira, Ecila Paula dos Mesquita de. "Alterações de linguagem em familias com sindome perisylviaia." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/311188.

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Orientador: Marilisa Mantovani Guerreiro<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas<br>Made available in DSpace on 2018-08-07T04:56:07Z (GMT). No. of bitstreams: 1 Oliveira_EcilaPauladosMesquitade_M.pdf: 5362719 bytes, checksum: be0757cf15e62b4a49b979053422be33 (MD5) Previous issue date: 2006<br>Resumo:Distúrbio específico do desenvolvimento da linguagem (DEDL) se refere à aquisição inadequada da linguagem em crianças que não tenham outras alterações do desenvolvimento, ou seja, o prejuízo no desenvolvimento da linguagem é a principal dificul

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Johansson, Paulina, and Burgos Paola Zardan. "Språkstörning i skolan : elevers och vårdnadshavares berättelser." Thesis, Linköpings universitet, Institutionen för biomedicinska och kliniska vetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176435.

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Språkstörning innefattar större svårigheter att förstå och uttrycka sig på sitt eller sina modersmål jämfört med jämnåriga. Språkliga förmågor har stor betydelse i skolan både för måluppfyllelse och för socialt samspel. Skolan kan bli särskilt utmanade i de högre årskurserna när skolspråket, såväl avseende form som innehåll och användning, blir allt mer avancerat. Enligt skollagen i Sverige har alla elever rätt till det stöd de behöver för att så långt som möjligt kunna utvecklas utifrån sina förutsättningar. Förutom svårigheter relaterade till skolgången kan språkstörning även leda till svåri

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Parra, Christina L. "A program evaluation of a full day kindergarten for children with a specific language impairment /." 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153796.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-122). Also available for download via the World Wide Web; free to University of Oregon users.

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49

Baca, Jessica Anna. "Bilingual language literacy intervention : vocabulary naming and definitions." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3111.

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The current study investigated the effectiveness of a Literacy Based Intervention (LBI) on English Language Learners (ELLs) with Specific Language Impairment (SLI). Specifically this report focuses on the effects of LBI on vocabulary skills (e.g. naming and defining). Nineteen ELLs (ages 74 to 104 months) participated in the intervention study, which lasted eight weeks and consisted of 50-minute sessions, three times a week. The LBI focused on rich vocabulary instruction of words that were from storybook readings. Vocabulary naming and definition probes were used to assess vocabulary progress.

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Green, Heather Lee. "Evaluation of Mismatch Negativity as a Biomarker for Autism Spectrum Disorder." Thesis, 2016. https://doi.org/10.7916/D8DR2VDT.

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Finding an early and objective way to identify language impairment in autism spectrum disorder (ASD) has the potential to lead to earlier speech and language intervention for affected children. Previous magnetoencephalography studies utilizing the mismatch field component (MMF) component have shown that increased MMF latency is a predictor of language impairment in children with ASD. We attempted to replicate these results using the mismatch negativity (MMN), the electroencephalography (EEG) equivalent of MMF. EEG was recorded in children ages 5 to 10 with ASD plus language impairment (ASD +LI

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