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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 Teacher support for language development and content mastery in English learning Students with Interrupted Formal Education (SIFE) Hayes, Mayra I.; NC DOCKS at The University of North Carolina at Greensboro. - 2019 BASE Show details 2 A favor de SA: el efecto de una estancia en el extranjero en la motivación lingüística y la adquisición de segunda lengua a largo plazo Allen, Veronica M.; NC DOCKS at The University of North Carolina at Greensboro. - 2018 BASE Show details 3 Neonatal feeding skills in preterm infants and the relationship to speech and expressive language skills at approximately ten years of age Mabe, Betty; NC DOCKS at The University of North Carolina at Greensboro. - 2016 BASE Show details 4 The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays Barker, Ayrora Fain; NC DOCKS at The University of North Carolina at Greensboro. - 2016 BASE Show details 5 The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder Massey, Sara Miller; NC DOCKS at The University of North Carolina at Greensboro. - 2016 BASE Show details 6 Emergent literacy interactions between parents of Latino heritage and their preschool children with speech or language impairments Grace, Sheryl H.; NC DOCKS at The University of North Carolina at Greensboro. - 2015 Abstract: The purpose of this qualitative study was to explore how six parent-child dyads of Latino heritage including preschool children who have with speech or language disabilities engage in language and pre-literacy interactions, and what factors may influence these interactions. Because sociocultural factors influence emergent literacy interactions that take place between parents and children in families, the home environment was the context of this case study (Rossman & Rallis, 1998; Zentella, 2005). The dyads participating in this study lived in two counties in the Piedmont region of North Carolina. Purposive sampling was used to locate the participants. A multiple case study was in order to gain an in-depth look at each family's emergent literacy interactions, not simply a picture of their frequency. Each dyad participated for five weeks. Observation notes, transcripts of audio and video recordings, and interview transcripts were coded using ATLAS.ti and a coding scheme that blended Miles and Huberman's (1994) multilevel descriptive coding with the technique called Noticing things, collecting things, and thinking about things (NCT) from Friese (2014). Both within and across case analysis was conducted to understand how the participating dyads engaged in emergent literacy interactions and what parent, child, and cultural factors might influence these interactions. Results indicated that conversation was the most common emergent literacy interaction type, with most conversations embedded in children's normal routines and containing many directives. Language teaching was also common, especially relating to naming and labeling objects. Print-based interactions were usually in the context of storybook sharing. Literacy teaching, present in four of the dyads, focused on letter names, writing, and often Spanish vowel sounds. Parents reported that their ideas about language and literacy development and teaching influenced their emergent literacy interactions, as well as their culture and their children's speech and language abilities. The results of this study support the use of strength-based observation in the home to see and build upon families' emergent literacy funds of knowledge, and the incorporation of children's native language into speech or language assessment and service delivery. Keyword: Communicative disorders in children $x Patients $x Family relationships; Hispanic American children $x Language; Language acquisition $x Parent participation URL: http://libres.uncg.edu/ir/uncg/f/Grace_uncg_0154D_11659.pdf BASE Hide details 7 Investigating gene–environment interaction as a contributor to language performance. NC DOCKS at The University of North Carolina at Greensboro; Simone, Laura E.. - 2010 BASE Show details 8 The experiences of english language learners with disabilities: a comparative analysis Money, Kimberly W.; NC DOCKS at The University of North Carolina at Greensboro. - 2010 BASE Show details 9 Effect of music instruction on language development of preschool children Crosswhite, Jeanette E.; NC DOCKS at The University of North Carolina at Greensboro. - 1996 BASE Show details 10 From paradigm to K Mart : an alternative approach to teaching students with severe mental retardation NC DOCKS at The University of North Carolina at Greensboro; Shaw, Dennis George. - 1992 BASE Show details 11 Stimulus equivalence and language development in children NC DOCKS at The University of North Carolina at Greensboro; Devany, Jeanne Marie. - 1985 BASE Show details 12 The language use and language development of blind and sighted preschool children Kayler, Claudette Taylor; NC DOCKS at The University of North Carolina at Greensboro. - 1983 BASE Show details 13 The effects of extralinguistic control of comprehension and production in the non-fluent child Hoenigmann, Natalia Maria; NC DOCKS at The University of North Carolina at Greensboro. - 1976 BASE Show details

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