東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Quality and Quantity of Language Inp...

Arora, Sonia Bala.

Linked to FindBook

Google Book

Amazon

博客來

Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language./
Author:	Arora, Sonia Bala.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809084
ISBN:	9780355891416

Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.
Arora, Sonia Bala.

Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 124 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2018.

This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child's language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one-hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4).

ISBN: 9780355891416Subjects--Topical Terms:

516693
Special education.

Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.
LDR:02949nmm a2200313 4500 001 2163880
005 20181114145236.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355891416
035 $a (MiAaPQ)AAI10809084
035 $a (MiAaPQ)columbia:14643
035 $a AAI10809084
040 $a MiAaPQ $c MiAaPQ
100 1 $a Arora, Sonia Bala. $3 3351908
245 1 0 $a Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children with Hearing Loss Who Use Listening and Spoken Language.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Ye Wang.
502 $a Thesis (Ph.D.)--Columbia University, 2018.
520 $a This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child's language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one-hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4).
520 $a Results indicated that there was a relationship between the adult language input and the child language production, but only in regards to quantity of language. More specifically, the CTC during each day was related to the CVC for each day; in other words, the more interactions adults and children had during the day, the more likely the child vocalized. Interestingly, the statistical analysis revealed that quality of adult language input was not significantly related to the child language variables. However, significant differences between the teachers and caregivers were reported in regards to the quality of adult language input. These results suggest that the language input provided by adults in different environments (school versus home) is considerably different and warrants further investigation as how the potential influence on language outcomes of children with hearing loss.
590 $a School code: 0054.
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
690 $a 0529
690 $a 0201
710 2 $a Columbia University. $b TC: Physical Disabilities. $3 1678355
773 0 $t Dissertation Abstracts International $g 79-09A(E).
790 $a 0054
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809084