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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 – 9 of 9 1 Task and language in Spanish–English narratives (Wofford et al., 2022) ... Wofford, Mary Claire; Cano, Jessica; Goodrich, J. Marc. - : ASHA journals, 2022 BASE Show details 2 Task and language in Spanish–English narratives (Wofford et al., 2022) ... Wofford, Mary Claire; Cano, Jessica; Goodrich, J. Marc. - : ASHA journals, 2022 BASE Show details 3 School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : Figshare, 2018 BASE Show details 4 School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : Figshare, 2018 BASE Show details 5 Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : SAGE Journals, 2018 BASE Show details 6 Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : SAGE Journals, 2018 BASE Show details 7 Effect of Spanish-language training module on technical vocabulary acquisition NC DOCKS at Western Carolina University; Wofford, Mary Claire. - 2015 BASE Show details 8 Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children McDowell, Stephen D., 1958- (university representative); School of Communication Science and Disorders (degree granting departmentdgg); Tibi, Sana (committee member); Zuilkowski, Stephanie Simmons (committee member); College of Communication and Information (degree granting college); Florida State University (degree granting institution); Wofford, Mary Claire (author); Wood, Carla (professor directing dissertation); Cripe, Juliann J. Woods, 1952- (committee member). - : Florida State University Abstract: Dual language learners who come from low-income backgrounds are at-risk for experiencing a word gap in the amount of language they hear before kindergarten entry compared to peers of middle- and high-income backgrounds (Fernald, Marchman, & Weisleder, 2013; Hart & Risley, 1995). Spanish-English dual language learners are more likely to be in family-based childcare in their early childhood (National Center for Education Statistics, 2017), meaning they rely more heavily on caregiver language during important periods of neurodevelopment. This study aimed to intervene with caregivers of young children from Spanish-English-speaking low-income families. The intervention used a language input feedback device called Starling by Versame and its corresponding application on an iPad to provide caregiver word counts alongside visual displays of language input across the day. In a multiple-baseline design, three cohorts of participating families accessed the Starling device and application and tracked their daily adult word counts with visual displays. Day-long LENA recordings were collected throughout the baseline and intervention phases in order to select 15-minute segments of interaction selected from high-priority contexts characterized by increased caregiver-child interactivity. By observing the adult word count across the 15-minute segments, the results of this study observed a limited effect of the Starling intervention on quantity of language input across a hierarchy of contexts. Visual analysis of data characterized its limited effect across participant families based on changes in level, trends, and overlapping data across phases, among other features of visual data. Hierarchical linear modeling further revealed statistically the limited effect of the Starling on caregiver word counts in distinct contexts across all participating families. Participants completed an exit questionnaire regarding the social validity of the technology-based intervention and rated the intervention as socially and culturally valid. This study contributed novel evidence pertaining to the use of a quantity-focused language input feedback intervention and the social validity of a technology-based intervention with families of Spanish-English speaking backgrounds living in low-income conditions. ; A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ; Summer Semester 2019. ; June 25, 2019. ; Bilingual language development, Caregiver-Implemented Intervention, Child language, Language Input ; Includes bibliographical references. ; Carla Wood, Professor Directing Dissertation; Stephen McDowell, University Representative; Juliann J. Woods, Committee Member; Sana Tibi, Committee Member; Stephanie Zuilkowski, Committee Member. Keyword: Early childhood education; Language and languages URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A723027/datastream/TN/view/Language%20Input%20Intervention%20Using%20Visual%20Feedback.jpg http://purl.flvc.org/fsu/fd/2019_Summer_Wofford_fsu_0071E_15335 BASE Hide details 9 Acknowledging Challenges And Embracing Innovative Instructional Practices In Response To Cultural And Linguistic Diversity Wood, Carla (authoraut); Wofford, Mary Claire (authoraut); Hassinger, Abby (authoraut) BASE Show details

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