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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
A Comparison Of Two Language Screening Instruments In Two Populations, Karen Kumpula-Lacey
A Comparison Of Two Language Screening Instruments In Two Populations, Karen Kumpula-Lacey
Dissertations and Theses
Screening has been suggested as the most efficient method to find students with potential language problems (Neidecker, 1980). Based on the need for a standardized adolescent language screening tool, Prather, Breecher, Stafford, and Wallace (1980) developed the Screening Test of Adolescent Language (STAL). This is a six to eight minute test with twenty-three items which examine vocabulary, auditory memory span, language processing, and proverb explanation. Following an item analysis of the STAL, Prather, Brenner, and Hughes (1981) derived the Mini-Screening Test of Adolescent Language (M-STAL). This test contains five items from the STAL and requires one minute to administer.
Language Development And Visual-Motor Integration In The Preschool Child, Andrea Lynn Perry Graham
Language Development And Visual-Motor Integration In The Preschool Child, Andrea Lynn Perry Graham
Dissertations and Theses
The purpose of this study was to compare the visual-motor integrative abilities of preschool children with their articulatory and syntactical development. Two questions were posed: Do children having accelerated visual-motor integrative skills perform at a higher level than children having delayed visual-motor integration skills in 1) their articulation proficiency, and 2) their syntactical abilities?
The Acquisition Of Obligatory-Do, Bernadette Maresh-Ericksen
The Acquisition Of Obligatory-Do, Bernadette Maresh-Ericksen
Dissertations and Theses
The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this study was to establish age trends, via elicited imitation for the acquisition of obligatory-do according to the sentence type in which it expressively occurs i.e., negative sentences, emphatic sentences, interrogative reversals and wh-questions. This study addressed the following question: At what ages do children expressively demonstrate, via elicited imitation, the auxiliary verb obligatory-do in negative sentences, emphatic sentences, interrogative reversals and wh-questions? A secondary question was: In what manner does …