Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
Effect Of Adapted Phonic Faces Story Books On Phonological Skills Of Children With Severe Expressive Language Disorders, Meher Hormazd Banajee
Effect Of Adapted Phonic Faces Story Books On Phonological Skills Of Children With Severe Expressive Language Disorders, Meher Hormazd Banajee
LSU Doctoral Dissertations
Although No Child Left Behind (2001) encourages the inclusion of all children within the regular curriculum, children with severe speech and physical disabilities rarely are provided with the literacy education provided to grade-level peers. This study taught alphabetic skills to three children with severe speech and physical impairments in the context of traditional alphabet books versus Phonic Faces Storybooks. Both storybooks were converted into e-books using Microsoft Office PowerPoint (Microsoft Office, 2003) and accessed using a single rocking lever switch. Two graphemes were selected based on incorrect responses from the pretest administration of the The Phonological Awareness Test (Roberson & …
A Study Of Auxiliary Be In African American English: A Comparison Of Children With And Without Specific Language Impairment, April W. Garrity
A Study Of Auxiliary Be In African American English: A Comparison Of Children With And Without Specific Language Impairment, April W. Garrity
LSU Doctoral Dissertations
This study’s purpose was to examine the use of auxiliary BE forms in African American English (AAE)-speaking children with and without language impairment. The impetus for this work was a lack of information in the literature about BE use in AAE as a function of form, language status, and tasks, and the relevance of this type of data for testing one theoretical model of childhood language impairment, the Extended Optional Infinitive account (EOI; Rice, Wexler, & Cleave, 1995). Thirty African Americans participated: 10 six-year-olds with specific language impairment (SLI); 10 age controls (AM); and, 10 language controls (LM). All of …
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
LSU Doctoral Dissertations
The ability of 20-24 month-old toddlers to recognize graphemes and phonemes was investigated by reading a Phonic Faces (PF) alphabet picture book. Phonic Faces iconically picture a letter in the mouth of a character producing the sound (the curve of the P looks like the top lip popping the /p/ sound). The book was composed of nine letters and was read individually to experimental subjects three times weekly for six weeks. The control group received no treatment, but engaged in individual play activities for comparable time. Following six-weeks the groups alternated so the former control group now received the alphabet …