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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 – 16 of 16 1 The Role of Akshara Knowledge and Phonological Processing Skills in Reading Development among Sri Lankan Children Marasinghe Arachchillage, Deepani KW. - : University of Alberta. Department of Educational Psychology., 2018 BASE Show details 2 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 3 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 4 Literacy and Linguistic Development in Bilingual Deaf Children: Implications of the “and” for Phonological Processing McQuarrie, Lynn. In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 159 (2014) 4, 372-384 OLC Linguistik Show details 5 Bilingual deaf students' phonological awareness in ASL and reading skills in English McQuarrie, Lynn; Abbott, Marilyn In: Sign language studies. - Washington, DC : Gallaudet Univ. Press 14 (2013) 1, 80-100 BLLDB OLC Linguistik Show details 6 Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011 Abstract: Degree: Doctor of Philosophy ; Abstract: This thesis consists of three separate papers broadly examining how different environmental and child variables affect language and literacy acquisition in two or more orthographies. The first paper is a quantitative meta-analysis of studies that have examined the effects of shared book reading on language, emergent literacy skills, and reading achievement with preschool children. The results suggest that shared book reading explained approximately 7% of variance in all the language and literacy measures combined. The mean effect size of shared book reading was slightly larger for the combined language measures (d = 0.77) than for the combined emergent literacy measures (d = 0.57), or the combined reading achievement measures (d = 0.63). An examination of the effects of shared book reading on specific language, emergent literacy, and reading skills revealed that shared book reading is more related to some skills than others. The second paper examines the effects of home literacy (shared book reading, teaching activities, and number of books), children’s task-focused behaviour, and parents’ beliefs and expectations about their child’s reading and academic ability on Kindergarten children’s (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that after controlling for nonverbal IQ and vocabulary, parent teaching activities prior to Kindergarten predicted significantly letter knowledge; parents’ beliefs about their children’s reading ability predicted significantly phonological sensitivity and Kindergarten word reading; and children’s task-focused behaviour predicted significantly letter knowledge and Kindergarten and Grade 1 word reading The third paper reports on a cross-linguistic longitudinal study that examines the environmental, behavioural, and cognitive predictors of Grade 3 word reading fluency, passage comprehension, and spelling in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). Results indicated that home literacy factors did not directly predict Grade 3 reading or spelling skills for either the English- or Greek-speaking samples. Task-focused behaviour directly predicted spelling for the Greek-speaking sample. Vocabulary was more important for reading and spelling in English than in Greek. Letter knowledge was more important for spelling in Greek and for passage comprehension in English. Keyword: Emergent literacy skills; Home literacy environment; Motivations; Reading skills; Shared book reading URL: http://hdl.handle.net/10048/1712 https://era.library.ualberta.ca/items/4d2dbb97-fd43-4ecf-a496-acd944b382fc https://doi.org/10.7939/R3X321 BASE Hide details 7 Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011 BASE Show details 8 An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD) Patterson, Stephanie Yoshiko. - : University of Alberta. Department of Educational Psychology., 2010 BASE Show details 9 An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD) Patterson, Stephanie Yoshiko. - : University of Alberta. Department of Educational Psychology., 2010 BASE Show details 10 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis Mcquarrie, Lynn; Parrila, Rauno In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 14 (2009) 2, 137-154 OLC Linguistik Show details 11 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis McQuarrie, Lynn; Parrila, Rauno. - : Oxford University Press, 2009 BASE Show details 12 A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009 BASE Show details 13 A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009 BASE Show details 14 Phonology and Deaf Readers : New Insights On An Old Debate McQuarrie, Lynn [Verfasser]. - Saarbrücken : VDM Verlag Dr. Müller, 2008 DNB Subject Category Language Show details 15 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis McQuarrie, Lynn; Parrila, Rauno. - : Oxford University Press, 2008 BASE Show details 16 Deaf children's awareness of phonological structure: syllable, rhyme and phoneme ... McQuarrie, Lynn Maureen. - : University of Alberta Library, 2005 BASE Show details

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