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

FindBook

Google Book

Amazon

博客來

Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability./
作者:	Nicholls, Emily Joy.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	62 p.
附註:	Source: Masters Abstracts International, Volume: 83-05.
Contained By:	Masters Abstracts International83-05.
標題:	Child development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28745127
ISBN:	9798494441416

Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability.
Nicholls, Emily Joy.

Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 62 p.

Source: Masters Abstracts International, Volume: 83-05.

Thesis (M.Sc.)--Brigham Young University, 2020.

This item must not be sold to any third party vendors.

Children with Developmental Language Disorder (DLD) are at risk for reading disability and academic failure, and there remains a lack of scientific consensus about the underlying deficits that may explain their language difficulties. This study examined how language ability predicts preschoolers' eye movements during a naturalistic storybook reading task, a possible indicator of comprehension processes in real-time. We used eye-tracking measures to examine comprehension processes in 49 preschoolers with wide-ranging language abilities, using language skill as a continuous predictor variable. Participants viewed and listened to a storybook presented on an eye-tracking computer. Portions of each illustration that corresponded with a noun phrase in the text were considered target images during the time course of the spoken referent. Eye-tracking analyses revealed that children had similar latency to target images regardless of language level. However, language ability was a significant predictor of proportion of fixations; children with higher language skills had more fixations on target images and less fixations on control images than children with lower language skills. These results suggest that children with lower language abilities attended to the story but did not sufficiently sustain attention to relevant images and continued to attend to extraneous images after the onset of spoken noun phrases. Speech-language pathologists and early childhood educators should be aware that children with language difficulties may need help identifying what is most important to attend to during shared storybook reading.

ISBN: 9798494441416Subjects--Topical Terms:

515512
Child development.

Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability.
LDR:02898nmm a2200445 4500 001 2345696
005 20220613063757.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798494441416
035 $a (MiAaPQ)AAI28745127
035 $a (MiAaPQ)BrighamYoung10148
035 $a AAI28745127
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nicholls, Emily Joy. $3 3684685
245 1 0 $a Language-Mediated Eye Behaviors During Storybook Reading as a Function of Preschool Language Ability.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 62 p.
500 $a Source: Masters Abstracts International, Volume: 83-05.
500 $a Advisor: Cabbage, Kathryn;Luke, Steven.
502 $a Thesis (M.Sc.)--Brigham Young University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Children with Developmental Language Disorder (DLD) are at risk for reading disability and academic failure, and there remains a lack of scientific consensus about the underlying deficits that may explain their language difficulties. This study examined how language ability predicts preschoolers' eye movements during a naturalistic storybook reading task, a possible indicator of comprehension processes in real-time. We used eye-tracking measures to examine comprehension processes in 49 preschoolers with wide-ranging language abilities, using language skill as a continuous predictor variable. Participants viewed and listened to a storybook presented on an eye-tracking computer. Portions of each illustration that corresponded with a noun phrase in the text were considered target images during the time course of the spoken referent. Eye-tracking analyses revealed that children had similar latency to target images regardless of language level. However, language ability was a significant predictor of proportion of fixations; children with higher language skills had more fixations on target images and less fixations on control images than children with lower language skills. These results suggest that children with lower language abilities attended to the story but did not sufficiently sustain attention to relevant images and continued to attend to extraneous images after the onset of spoken noun phrases. Speech-language pathologists and early childhood educators should be aware that children with language difficulties may need help identifying what is most important to attend to during shared storybook reading.
590 $a School code: 0022.
650 4 $a Child development. $3 515512
650 4 $a Software. $2 gtt. $3 619355
650 4 $a Eye movements. $3 3564691
650 4 $a Language disorders. $3 529869
650 4 $a Memory. $3 522110
650 4 $a Age. $3 1486010
650 4 $a Toddlers. $3 521156
650 4 $a Early literacy. $3 3684686
650 4 $a Autistic children. $3 558820
650 4 $a Preschool children. $3 518932
650 4 $a Listening. $3 530843
650 4 $a Standard scores. $3 3683230
650 4 $a Illustrations. $3 3683691
650 4 $a Linguistics. $3 524476
650 4 $a Childrens picture books. $3 3560142
650 4 $a Reading. $3 516229
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Adults. $3 2157228
650 4 $a Teenagers. $3 617887
650 4 $a Sound. $3 542298
650 4 $a Skills. $3 3221615
650 4 $a Acoustics. $3 879105
650 4 $a Cognitive psychology. $3 523881
650 4 $a Computer science. $3 523869
650 4 $a Developmental psychology. $3 516948
650 4 $a Early childhood education. $3 518817
650 4 $a Education. $3 516579
650 4 $a Language. $3 643551
650 4 $a Psychology. $3 519075
650 4 $a Reading instruction. $3 2122756
650 4 $a Speech therapy. $3 520446
650 4 $a Statistics. $3 517247
650 4 $a Therapy. $3 3343697
690 $a 0290
690 $a 0986
690 $a 0633
690 $a 0984
690 $a 0620
690 $a 0518
690 $a 0515
690 $a 0679
690 $a 0621
690 $a 0535
690 $a 0460
690 $a 0463
690 $a 0212
710 2 $a Brigham Young University. $3 1017451
773 0 $t Masters Abstracts International $g 83-05.
790 $a 0022
791 $a M.Sc.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28745127