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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 Page: 1 2 Hits 1 – 20 of 39 1 Exploring the interactive and linguistic dimensions of parent input and their role in the development of children's simple sentences. Preza, Tracy. - 2020 BASE Show details 2 Exploring Sentence Diversity at the Boundary of Typical and Impaired Language Abilities Hadley, Pamela A. In: J Speech Lang Hear Res (2020) BASE Show details 3 Sentence diversity (Hadley et al., 2018) ... Hadley, Pamela A.; McKenna, Megan M.; Rispoli, Matthew. - : Figshare, 2018 BASE Show details 4 Sentence diversity (Hadley et al., 2018) ... Hadley, Pamela A.; McKenna, Megan M.; Rispoli, Matthew. - : Figshare, 2018 BASE Show details 5 Grammatical input differences remain six-months following toy talk instruction McFarlane-Blake, Zora. - 2017 BASE Show details 6 Toy talk strategies: An instructional resource Hadley, Pamela A.; Rispoli, Matthew. - 2015 BASE Show details 7 Uniformity of pronoun case errors in typical development: the association between children's first person and third person case errors in a longitudinal study Fitzgerald, Colleen E.. - 2014 BASE Show details 8 Developmental expectations for child-like sentences McKenna, Megan. - 2013 BASE Show details 9 Child-adult differences in implicit and explicit second language learning Lichtman, Karen. - 2012 BASE Show details 10 The Sentence Diversity Checklist: Characterizing Early Syntactic Development Using Parent Report McKenna, Megan M.. - 2011 BASE Show details 11 Parent-Examiner Differences in their use of Toy Talk and its Influence on Input Informativeness Jansen, Brittany A.. - 2011 BASE Show details 12 Toy talk: A simple strategy to promote richer grammatical input Walsh, Kathleen M.. - 2010 BASE Show details 13 Understanding Contributors to Input Informativeness for Tense Marking: Overlap among English Typology, Parent-Toddler Interaction Style, and Register Fitzgerald, Colleen E.. - 2010 BASE Show details 14 The growth of tense productivity Rispoli, Matthew; Holt, Janet K.; Hadley, Pamela A. In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 52 (2009) 4, 930-944 BLLDB OLC Linguistik Show details 15 The handbook of child language disorders Edwards, Jan; Fletcher, Paul; Hook, Pamela E.. - New York : Psychology Press, 2009 BLLDB UB Frankfurt Linguistik Show details 16 Stalls and revisions: a developmental perspective on sentence production Hadley, Pamela A.; Rispoli, Matthew; Holt, Janet In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 51 (2008) 4, 953-966 BLLDB OLC Linguistik Show details 17 Use of family history information in school-based prevention practice Nora, Bridget M.. - : Northern Illinois University, 2007 BASE Show details 18 Individual differences in the onset of tense marking: a growth-curve analysis Hadley, Pamela A.; Holt, Janet K. In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 5, 984-1000 BLLDB OLC Linguistik Show details 19 Language - Articles and Reports - Individual Differences in the Onset of Tense Marking: A Growth-Curve Analysis Hadley, Pamela A; Holt, Janet K In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 5, 984 OLC Linguistik Show details 20 Social biases toward children with speech and language impairments: A correlative causal model of language limitations Rice, Mabel L.; Hadley, Pamela A.; Alexander, Amy L.. - : Cambridge University Press, 2006 Abstract: This study explores adults' attitudes toward children with limited linguistic competency. Four groups of adult judges participated in this study: kindergarten teachers, women matched for age and education level with the teachers, undergraduate college students, and speech-language pathologists. The judges listened to audiotaped samples of preschool children's speech. Two triads of children were formed, matched for age, gender, and intelligence, but differing in communication abilities. The adults responded to questionnaire items addressing child attributes (e.g., intelligence, social maturity) and parental attributes (e.g., education level, SES). Systematic biases were revealed toward children with limited communication abilities. The biases are interpreted as reflective of adults' expectations for children's language. It is argued that adults call upon a correlative causal model of language acquisition to interpret individual differences in children's language abilities. Negative social and academic consequences of such misinterpretations are discussed. Keyword: Communication; Impaired children URL: http://hdl.handle.net/1808/836 BASE Hide details Page: 1 2

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