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Tesis sobre el tema "Language awareness in children"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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1

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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2

Wong, Ka-po Gwen. "Phonological awareness of Cantonese-speaking language-disordered children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209557.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"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, 1997." Also available in print.

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3

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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4

Tsang, Kit-sheung Kitty. "Syntactic awareness and language development of Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209740.

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Thesis (B.Sc)--University of Hong Kong, 1998.<br>"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, 1998." Also available in print.

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5

Fricke, Silke. "Phonological awareness skills in German speaking preschool children." Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.

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6

Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.

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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of de

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7

Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.

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8

Wilson, Kristina Erickson Karen A. "Phonological awareness, speech, and language skills in children with clefts." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1021.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements of the degree of Doctor of Philosophy in the Department of Allied Health Sciences (Speech and Hearing Sciences)." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.

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9

Cohen, Catherine. "Input factors, language experiences and metalinguistic awareness in bilingual children." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26621/.

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Previous studies have examined either the input factors predicting language proficiency in bilingual children or the relationship between bilingualism and metalinguistic awareness. This thesis takes a novel approach exploring the two areas simultaneously. A study was conducted to investigate, first, the input factors that may cause variation in bilingual language proficiency and, secondly, the effects of differing levels of bilingualism on metalinguistic awareness. The participants were 38 French-English bilingual children aged six to eight, of middle to high socio-economic status, attending a

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10

Lee, Hoi-lam Caroline. "Orthographic awareness in primary school children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.

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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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11

Sawlivich, Lori. "Phonological Neighborhood Analysis of Young Children's Productive Vocabularies." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/SawlivichL2004.pdf.

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12

Zimmer, Elly Jane, and Elly Jane Zimmer. "Children's Awareness of Syntactic Ambiguity." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620862.

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This dissertation probes children's metalinguistic awareness of syntactic ambiguity (as in the sentence The man is poking the monkey with a banana, where the PP with a banana can be understood in two ways, associated with either the monkey or the poking). Several studies suggest that children do not spontaneously detect syntactic ambiguity until the second grade (e.g., Wankoff, 1983; Cairns et al., 2004). However, syntactic ambiguity detection contributes to reading comprehension skills in second and third graders (e.g., Cairns et al., 2004; Yuill, 2009). This research suggests the hypothesis

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13

Lam, Kin-ching Kobe. "Phonological awareness in Cantonese-English bilingual preschool children." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279265.

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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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14

Roper, Catherine Elizabeth. "Metaphonological awareness and spelling ability." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30293.

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The purpose of the present study was to investigate the relationship between metaphonological awareness and spelling ability. Twenty-five children in Kindergarten and Grades One and Two were asked to participate in two tasks of metaphonological awareness, one involving phoneme segmentation (Yopp,1988) and the other phoneme deletion (Rosner,1975). Children were also asked to provide self-generated spelling samples. Spelling samples were then analyzed according to a spelling assessment scheme developed for this study and based on the developmental spelling stages outlined by Beers and Beers (198

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15

Luan, Hui. "The role of morphological awareness among Mandarin-speaking and Cantonese-speaking children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36210638.

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16

Swanwick, Ruth Anne. "Deaf children's developing sign bilingualism : dimensions of language ability, use and awareness." n.p, 1999. http://dart.open.ac.uk/abstracts/page.php?thesisid=146.

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17

Di, Perri Kristin Anderson. "American Sign Language phonemic awareness in deaf children: implications for instruction." Thesis, Boston University, 2004. https://hdl.handle.net/2144/31966.

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Thesis (Ph.D.)--Boston University<br>For children who are deaf, one aspect of early English literacy instruction has always been problematic. Deaf children have great difficulty in learning to employ a sound-based phonetic to alphabetic mapping process such as required in reading and writing without natural linguistic access to English. This dissertation presents two studies. In Study #1 subjects are given the American Sign Language Phonemic Awareness Inventory (ASLP AI). In Study #2 the phonological aspect ofhandshape and its relationship to the Manual Alphabet is investigated. Twenty-nine

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18

Luan, Hui, and 欒輝. "The role of morphological awareness among Mandarin-speaking and Cantonese-speaking children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36210638.

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19

Shum, Nui-ping Carol. "Phonological awareness in native Cantonese-speaking children with different English competences." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B3620951X.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"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, 1997." Also available in print.

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20

Kam, C. S. "Syllable, rhyme and phoneme awareness in phonologically impaired preschoolers." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209272.

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Thesis (B.Sc)--University of Hong Kong, 1996.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

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21

Lee, Wing-yee Anna. "Orthographic awareness of Chinese primary school-aged poor readers." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210018.

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Thesis (B.Sc)--University of Hong Kong, 1999.<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 14, 1999." Also available in print.

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22

Long, Lucy E. "Productions of Metalinguistic Awareness by Young Children with SLI and Typical Language." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2507.

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This study seeks to: (1) determine if differences exist between children with Specific Language Impairment (SLI) compared to age-matched (AM) and language- matched (LM) children with typical language development (TL) in rates and proportions of five types of metalinguistic productions and (2) test theories of metalinguistic production. Forty-five children, 24 with TL and 21 with SLI, paired for age or language level, formed two groups. Previously collected data from two studies of verb learning (Proctor-Williams & Fey, 2007; Proctor- Williams, unpublished) were analyzed for rates and types of

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23

Childers, Stephanie Angel. "The relationship between social skills and language acquisition in West Virginia." Huntington, WV : [Marshall University Libraries], 2001. http://www.marshall.edu/etd/descript.asp?ref=42.

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24

Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.

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25

Cheung, King-ting. "The effects of metalinguistic awareness training on reading abilities a twin study /." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279150.

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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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26

Woo, Yuen-man Cynthia. "Phonological awareness in 4-6 year old Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/hkuto/record/B36208814.

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Thesis (B.Sc)--University of Hong Kong, 1993.<br>"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, 1993." Also available in print.

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27

Nicoladis, Elena. "Word and phonological awareness in preliterate children : the effect of a second language." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61059.

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It has often been suggested that bilingual children might have enhanced metalinguistic awareness, as compared to monolingual children. In this paper, the evidence for such a stance was reviewed. In contrast to most previous thinking, it is suggested here that if metalinguistic awareness were enhanced at all by exposure to a second language, it might be the process of learning a second language that draws children's attention to their knowledge about language. Accordingly, a group of preliterate second-language learners was compared with monolinguals and bilinguals on word and phonological awar

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28

Zens, Naomi Katharina. "Facilitating Word-Learning Abilities in Children with Specific Language Impairment." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.

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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to im

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29

McIntosh, Margaret E. ""I Like the Name but Not the Soup!": An Ethnographic Study of the Metalinguistic Sentience of Young Gifted Children, Its Reflection of Their Cognitive Ability and its Relationship to Their Literacy Acquisition and Literacy Learning." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330999/.

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Metalinguistic sentience refers to the conscious or unconscious apprehension of, sensitivity to, and attention to language as something with form and function that can be manipulated. This includes, but is not restricted to, conscious or unconscious apprehension of, sensitivity to, and attention to the following aspects of language and literacy: pragmatics, syntactics, semantics, phonology, orthography, morphology, figurative, metalanguage, print "carries" meaning, print conventions, book conventions, text conventions, referent/label arbitrariness, purposes of literacy, and abilities. These as

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30

Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.

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ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charte

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31

Mohwinkel, Sheryl. "Phonological Awareness Skills in Children with Highly Unintelligible Speech." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5163.

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The phonological awareness skills of children with language disorders has been well addressed throughout the literature. Research into the phonological awareness skills of children with highly unintelligible speech, however, is still in its infancy. One published study has looked at the relationship between phonological awareness skills in children with persistent phonological impairments and in children with normal phonology (Webster & Plante, 1992). Significantly higher scores were recorded on three of the four phonological awareness measures for the children with normal phonology As phonolo

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32

Caravolas, Markéta. "Six-year-olds' phonological and orthographic representations of vowels : a study of 1st grade Québec-French children." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41996.

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Three studies were conducted in which Quebec French, first grade children's ability to categorize vowels was examined. The children were tested on several aspects of vowel phoneme representation before they had any literacy skills, at the beginning of the school year, and again sis months later, after they had learned all of the spelling-sound correspondences for vowels. In Study 1, the focus was on children's phonemic and orthographic representation of nasal vowels. Performance on an AXB categorization task revealed that six-year-olds have considerable difficulty in discriminating the nasal f

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33

Lam, Ho-cheong. "Orthographic awareness in learning Chinese characters." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.

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34

Wilkerson, Kimberly. "An investigation of teaching phonemic awareness with and without syllable training a replication /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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35

Dyke, Jodi. "The application of visual phonics and phonological awareness interventions to address language impairment in preschool children /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131592145.pdf.

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36

Gergits, Elizabeth K. "The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524724.pdf.

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37

Howell, Janet. "The metalinguistic awareness of phonologically disordered and normally developing children : a comparative study." Thesis, University of Newcastle Upon Tyne, 1989. http://hdl.handle.net/10443/143.

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The rhyming and segmentation tasks were readministered twelve months after the first experiments. The subject groups showed equivalent development in both tasks and the patterns of significant correlations obtained in the initial experiments were repeated. The results are discussed in relation to models of phonological acquisition and word production. Particular emphasis is given to the child's ability to pay attention to acoustic cues as a possible requirement for successful performance on rhyming and segmentation tasks and in the acquisition of phonology. It is suggested that therapeutic int

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38

Rehmann, Robyn G. "The effect of Earobics Step 1, software on student acquisition of phonological awareness skills /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181124.

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Thesis (D.Ed..)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-157). Also available for download via the World Wide Web; free to University of Oregon users.

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39

Li, Miu-ying. "The role of phonological awareness in native and second language reading development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3686349X.

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40

Ho, Ping-ping. "The role of phonological awareness and visual-orthographic skills on Chinese reading acquisitions for Singapore students." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36924003.

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41

Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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42

DEMETRAS, MARTHA JO-ANN. "WORKING PARENTS' CONVERSATIONAL RESPONSES TO THEIR TWO-YEAR-OLD SONS (LINGUISTIC INPUT, LANGUAGE ACQUISITION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183947.

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Despite claims by some theorists to the contrary, investigators have shown that information about grammatical errors is available to young children learning language via the conversational responses of their parents. The present study described five categories of responses in the conversations of working mothers and fathers to their normally developing two-year-old sons, and investigated whether any of these responses were differentially related to well-formed vs. ill-formed child utterances. Subjects were six middle-class, monolingual (English) parent-child dyads. Parents worked full-time job

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43

Lam, Yuk-chau Emily. "The development of the 'word unit' concept by Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209478.

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Thesis (B.Sc)--University of Hong Kong, 1997.<br>"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, 1997." Also available in print.

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44

Holstius, Laura J. "Examining the impact of a little book intervention on the early literacy skills of children in Head Start via the individual growth and development indicators /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131458618.pdf.

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45

Sakakibara, Maki. "Phonological Awareness Development in Bilingual Children : How do Swedish/Danish-Japanese bilingual children develop Japanese phonological awareness in comparison with Japanese children?" Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-127081.

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The phonological awareness development of bilingual children has been discussed from the viewpoint of whether they have an advantage compared to monolingual children. Some previous studies discovered that there were language pairs where bilingual children could have no advantage in it. However, it has not been clarified yet how bilingual children with such a language pair develop phonological awareness. The purpose of this study was to give an example of such a language pair and analyze bilingual children’s phonological awareness development in comparison with that of monolingual children.

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46

Pavelko, Stacey Lynne. "Emergent writing skills in preschool children with language impairment." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5006.

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Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of

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47

Portolés, Falomir Laura. "Early multilingualism: an analysis of pragmatic awareness and language attitudes in consecutive multilingual children." Doctoral thesis, Universitat Jaume I, 2013. http://hdl.handle.net/10803/669094.

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La presente tesis doctoral se enmarca dentro de la investigación sobre el multilingüismo, más concretamente analiza la adquisición y el desarrollo multilingüe en edades tempranas. Nuestros participantes son aprendices de inglés como tercera lengua (L3) en un sistema de educación bilingüe donde se estudia catalán y castellano como primera y segunda lengua (L1/L2). Tradicionalmente, la investigación en el campo del multilingüismo se ha estudiado desde una perspectiva monolingüe, es decir, examinando la adquisición del lenguaje sin tener en cuenta el bagaje lingüístico de los estudiantes y la pos

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48

Ferreira, Janna. "Sounds of silence : Phonological awareness and written language in children with and without speech." Doctoral thesis, Linköping : Örebro : Faculty of Arts and Science, Linköping University ; The Swedish Institute for Disability Research, Örebro University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10184.

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49

Wong, Mo-yee. "The role of phonological and grammatical awareness in Hong Kong students' reading in English." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37514945.

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50

Andrews, Donna Bosworth. "The acquisition of Spanish gender by English-speaking children in partial immersion setting /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8421.

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