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Parents' And Children's Oral Language Use During Three Play Contexts, Dariush Bakhtiari

Communication Sciences and Disorders Dissertations

Children learn much about language through interactions with their parents. Ample empirical evidence demonstrates important correlational and predictive relations between parents’ linguistic input and young children’s oral language development and achievement. Research suggests that various aspects of parents’ language differs by linguistic context. However, there is relatively little research on parent-child language interactions during one increasingly prevalent linguistic context: digital game play. The present study addressed this gap in the literature, investigating parent and child vocabulary during three different play contexts: free play with toys, a board game (card matching), and a digital game (puzzles on an iPad).

Forty-three parents …

Dialogic Reading: Language And Preliteracy Outcomes For Young Children With Disabilities, Jacqueline Towson

Communication Sciences and Disorders Dissertations

Dialogic reading is an evidence-based practice for preschool children who are typically developing or at-risk (WWC, 2007). However, there is limited research to evaluate if dialogic reading has similar positive effects on the language and preliteracy skills of preschool children with disabilities (WWC, 2010). This quasi-experimental study examined the effects of dialogic reading, with the incorporation of pause time, on the language and preliteracy skills of 42 preschool children with disabilities within 5 inclusive and 7 self-contained preschool classrooms. Following random assignment of students at the level of the classrooms, participants were equally distributed into an intervention (n=21) …

The Effects Of The Integration Of Mathematics Within Children's Literature On Early Numeracy Skills Of Young Children With Disabilities, Katherine B. Green

Communication Sciences and Disorders Dissertations

Math skills are critical for future success in school (Eccles, 1997), as school-entry math knowledge is the strongest predictor of later academic achievement (Claessens, Duncan, & Engel, 2009). Researchers have found that teachers of young children spend less time teaching mathematics than other subject areas (Phillips & Meloy, 2012), and there is a lack of formal early mathematics instruction for young children’s understanding of early numeracy (Chard et al., 2008). However, preschoolers are developmentally ready for mathematics and are more able to learn math concepts than previously believed (Balfanz, Ginsburg, & Greenes, 2003). While there is a recent increase of …

Meeting The Professional Development Needs Of Early Childhood Teachers With Child Development Associate Training, Mary J. Heisner

Communication Sciences and Disorders Dissertations

This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of Variance indicated teachers who had completed CDA training became significantly more …