Speech and Rhetorical Studies Commons^™

The Relationship Between Cognitive Skills Measured By Piagetian Tasks At Age 2 And Linguistic Skills Measured By An Expressive Language Test At Age 4 In Normal And Late Talkers, Rebecca Jayne Laplante

Dissertations and Theses

The purpose of this study was to examine the relationship between cognitive skills as measured by Piagetian tasks at approximately 2 years of age and expressive and receptive language scores from tests administered to the same children 2 years later. The questions this study sought to answer were: 1. Is there a significant difference in the performance of normal children and late-talking children on Piagetian cognitive assessment at age 2? 2. Is there a significant relationship between the cognitive scores at age 2 and language scores at age 4 in each of the two diagnostic groups? Sixty-four subjects participated in …

A Study Of The Narrative Skills In 6-Year-Olds With Normal, Impaired, And Late Developing Language, Karen Elaine Johnson

Dissertations and Theses

Proficiency in various higher level language skills is necessary to integrate and organize units of meaning beyond the sentence level. Examining narratives has become a useful tool for assessing these language abilities. Narrative skills are considered by many researchers to be a strong link between oral language and literacy, and related to academic performance (Westby, 1991; Roth & Spekman, 1991). The present study was part of the Portland Language Development Project, a longitudinal study of early language delay. The purpose of this study was to assess higher level language abilities by examining the stories of 6-year-olds with normal, impaired, and …

Expressive Communication And Socialization Skills Of Five-Year Olds With Slow Expressive Language Development, Nicole Anne Midford

Dissertations and Theses

Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However, it does not seem that communication and socialization are developing independently of each other. Rather, it seems that their development is interrelated. Children learn to speak in a social context, and social situations are necessary for the development of a variety of language structures. On the same note, in order for those language structures to develop normally, it is necessary for the child to participate in different social situations.

Social interactionists have theorized for some time …

Certain Phonological Skills In Late Talkers, Catherine Marie Ryan-Laszlo

Dissertations and Theses

While there is general agreement among researchers in the field of language and learning disabilities upon the language hypothesis for reading failure, little research has been explored concerning the relationship between the phonological production skills of preschool children and the same children's prereading abilities in kindergarten.

This study examined two aspects of phonological skill (a) the relationship of early phonological production errors and later success on phonological awareness and general prereading skill, and (b) determining if prereading deficits in a group of children with a history of language delay reside specifically in the phonological awareness items or the prereading score …