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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 – 18 of 18 1 Vocabulary skills of Spanish-English speaking elementary students: A pilot study. Brice, Alejandro E.; Leung, Cynthia B.; Gorman, Brenda K. In: USF St. Petersburg campus Faculty Publications (2015) BASE Show details 2 Nonword repetition performance and related factors in children representing four linguistic groups Lee, Sue Ann S.; Gorman, Brenda K. In: International journal of bilingualism. - London [u.a.] : Sage Publ. 17 (2013) 4, 479-495 OLC Linguistik Show details 3 Spanish-English speech perception in children and adults: Developmental trends Brice, Alejandro E.; Gorman, Brenda K.; Leung, Cynthia B. In: Clinical linguistics & phonetics. - London : Informa Healthcare 27 (2013) 3, 220-234 OLC Linguistik Show details 4 RtI Language Literacy Phonological Awareness Spanish English PreK ISHA 2013 FINAL ... Gorman, Brenda K.. - : Unpublished, 2013 BASE Show details 5 Spanish-English speech perception in children and adults: Developmental trends. Leung, Cynthia B.; Gorman, Brenda K.; Brice, Alejandro E. In: USF St. Petersburg campus Faculty Publications (2013) Abstract: This study explored the developmental trends and phonetic category formation in bilingual children and adults. Participants included 30 fluent Spanish–English bilingual children, aged 8–11, and bilingual adults, aged 18– 40. All completed gating tasks that incorporated code-mixed Spanish–English stimuli. There were significant differences in performance according to phonotactic construction of the stimuli, with fastest word recognition on words with voiceless initial consonants. Analysis of developmental trends revealed significant differences in children’s performance by grade level and fastest recognition on English voiceless initial consonants than Spanish voiceless initial consonants. Differences in voice onset time between English and Spanish may have contributed to quicker recognition of English voiceless consonants than Spanish voiceless consonants. It is also possible that increased exposure to both spoken and written English may account for faster recognition of English voiceless words than Spanish voiceless words. In conclusion, multiple factors may influence perception of a second language. Keyword: Civic and Community Engagement; Education; Language; Phonetics; Speech-multilingualism; Speech-speech production measurement URL: https://digitalcommons.usf.edu/fac_publications/385 https://login.ezproxy.lib.usf.edu/login?url=http://informahealthcare.com/doi/pdf/10.3109/02699206.2012.757805 BASE Hide details 6 Spanish-Speaking English Language Learners (Gorman, 2012) ... Gorman, Brenda K.. - : ASHA journals, 2012 BASE Show details 7 Spanish-Speaking English Language Learners (Gorman, 2012) ... Gorman, Brenda K.. - : ASHA journals, 2012 BASE Show details 8 Relationships Between Vocabulary Size, Working Memory, and Phonological Awareness in Spanish-Speaking English Language Learners Gorman, Brenda K. In: Speech Pathology and Audiology Faculty Research and Publications (2012) BASE Show details 9 Reading Acquisition Program for Spanish-Speakers Gorman, Brenda K.; Brice, Alejandro E.; Berman, Sue In: Speech Pathology and Audiology Faculty Research and Publications (2012) BASE Show details 10 Nonword Repetition and Interactions Among Vocabulary, Phonotactic probability, and Phonological Awareness in Four Linguistic Groups Gorman, Brenda K.; Lee, Sue Ann S. In: Speech Pathology and Audiology Faculty Research and Publications (2012) BASE Show details 11 Reading acquisition program for Spanish speakers. Gorman, Brenda K.; Brice, Alejandro E.; Berman, Sue In: USF St. Petersburg campus Faculty Publications (2012) BASE Show details 12 Grammatical Morphology in School-Age Children With and Without Language Impairment: A Discriminant Function Analysis Moyle, Maura Jones; Weismer, Susan Ellis; Gorman, Brenda K. In: Speech Pathology and Audiology Faculty Research and Publications (2011) BASE Show details 13 Production of Korean case particles in a Korean-English bilingual child with specific language impairment : a preliminary study Lee, Soyoung; Gorman, Brenda K. In: Communication disorders quarterly. - Thousand Oaks, Calif. : Sage 30 (2009) 3, 167-177 BLLDB Show details 14 Production of Korean Case Particles in an English-Korean Bilingual Child with Specific Language Impairment: A Preliminary Study Gorman, Brenda K.; Lee, Soyoung In: Speech Pathology and Audiology Faculty Research and Publications (2009) BASE Show details 15 Cross-Linguistic Universals in Reading Acquisition with Applications to English-Language Learners with Reading Disabilities Gorman, Brenda K. In: Speech Pathology and Audiology Faculty Research and Publications (2009) BASE Show details 16 Conceptualizing Bilingualism: Defining the Standard for Child Language Assessment Aghara, Rachel; Gorman, Brenda K. In: Speech Pathology and Audiology Faculty Research and Publications (2004) BASE Show details 17 Phonological awareness in Spanish : a tutorial for speech-language pathologists Gorman, Brenda K.; Gillam, Ronald B. In: Communication disorders quarterly. - Thousand Oaks, Calif. : Sage 25 (2003) 1, 13-22 BLLDB Show details 18 Phonological Awareness in Spanish: A Tutorial for Speech-Language Pathologists Gorman, Brenda K.; Gillam, Ronald B. In: Speech Pathology and Audiology Faculty Research and Publications (2003) BASE Show details

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