東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Expressive Language in Preschoolers ...

Imgrund, Caitlin.

FindBook

Google Book

Amazon

博客來

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment./
作者:	Imgrund, Caitlin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	90 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
Contained By:	Dissertation Abstracts International79-02B(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10615363
ISBN:	9780355351132

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.
Imgrund, Caitlin.

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 90 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.

Thesis (Ph.D.)--University of Kansas, 2017.

Children born preterm constitute one of the largest populations of children at risk for the development of language impairments. A little over one in ten pregnancies result in a preterm birth and approximately 25% of these children go on to experience subsequent difficulties with language (CDC, 2015; Foster-Cohen, Friesen, Champion, & Woodward, 2010). Despite the high risk for language deficits in this population, few studies have investigated the conversational language skills of these children. In particular, the objective of this study was to investigate the grammatical and semantic skills of children born preterm via language sample analysis. A second aim of the study was to determine the relationship between conversational language skills and the results of standardized assessment of language in this population and investigate the role that non-linguistic factors such as attention and non-verbal intelligence play in standardized assessment results. Twenty-nine preschoolers born preterm and a comparison group of 29 full term peers participated in this study. The children in the preterm group performed more poorly than the full term group on measures of conversational semantic and grammatical skills obtained from language sample analysis. In contrast, the two groups performed similarly on all but one of the measures obtained from standardized assessments. The clinical implications of these findings are discussed.

ISBN: 9780355351132Subjects--Topical Terms:

520446
Speech therapy.

Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.
LDR:02449nmm a2200313 4500 001 2157366
005 20180531103648.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355351132
035 $a (MiAaPQ)AAI10615363
035 $a (MiAaPQ)ku:15514
035 $a AAI10615363
040 $a MiAaPQ $c MiAaPQ
100 1 $a Imgrund, Caitlin. $3 3345178
245 1 0 $a Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 90 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: B.
500 $a Advisers: Diane Loeb; Holly Storkel.
502 $a Thesis (Ph.D.)--University of Kansas, 2017.
520 $a Children born preterm constitute one of the largest populations of children at risk for the development of language impairments. A little over one in ten pregnancies result in a preterm birth and approximately 25% of these children go on to experience subsequent difficulties with language (CDC, 2015; Foster-Cohen, Friesen, Champion, & Woodward, 2010). Despite the high risk for language deficits in this population, few studies have investigated the conversational language skills of these children. In particular, the objective of this study was to investigate the grammatical and semantic skills of children born preterm via language sample analysis. A second aim of the study was to determine the relationship between conversational language skills and the results of standardized assessment of language in this population and investigate the role that non-linguistic factors such as attention and non-verbal intelligence play in standardized assessment results. Twenty-nine preschoolers born preterm and a comparison group of 29 full term peers participated in this study. The children in the preterm group performed more poorly than the full term group on measures of conversational semantic and grammatical skills obtained from language sample analysis. In contrast, the two groups performed similarly on all but one of the measures obtained from standardized assessments. The clinical implications of these findings are discussed.
590 $a School code: 0099.
650 4 $a Speech therapy. $3 520446
650 4 $a Special education. $3 516693
650 4 $a Language. $3 643551
690 $a 0460
690 $a 0529
690 $a 0679
710 2 $a University of Kansas. $b Speech-Language-Hearing. $3 3345179
773 0 $t Dissertation Abstracts International $g 79-02B(E).
790 $a 0099
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10615363