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The development of the Adolescent Pr...

Baker, Jeanette M.

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The development of the Adolescent Pragmatic Skills Assessment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The development of the Adolescent Pragmatic Skills Assessment./
作者:	Baker, Jeanette M.
面頁冊數:	43 p.
附註:	Adviser: Elizabeth Johnston.
Contained By:	Masters Abstracts International34-03.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1377365

The development of the Adolescent Pragmatic Skills Assessment.
Baker, Jeanette M.

The development of the Adolescent Pragmatic Skills Assessment. - 43 p.

Adviser: Elizabeth Johnston.

Thesis (M.A.)--Miami University, 1995.

A pragmatic delay in the pre-adolescent years may precipitate difficulty in academic, social, and work settings as the child enters adolescence.Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

The development of the Adolescent Pragmatic Skills Assessment.
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100 1 $a Baker, Jeanette M. $3 1258134
245 1 0 $a The development of the Adolescent Pragmatic Skills Assessment.
300 $a 43 p.
500 $a Adviser: Elizabeth Johnston.
500 $a Source: Masters Abstracts International, Volume: 34-03, page: 1300.
502 $a Thesis (M.A.)--Miami University, 1995.
520 $a A pragmatic delay in the pre-adolescent years may precipitate difficulty in academic, social, and work settings as the child enters adolescence.
520 $a Pragmatic development begins with early interactions with caregivers and continues to be refined and expanded throughout a child's development. Pragmatics develops rapidly in early pre-adolescence and is facilitated by peer and adult interactions.
520 $a Pragmatics is an essential communication universal that enables individuals to use language appropriately, effectively, and functionally in spoken and written form. Pragmatics encompasses the use of language for various communicative functions, use of rules governing conversational interactions, and the use of different speech styles.
520 $a The present study focused on the development of an observational adolescent pragmatic checklist that could be used by the classroom teacher to identify students, ages 11-14 years, having pragmatic problems. The developed research instrument, Adolescent Pragmatic Skills Assessment, was administered by three middle school teachers to the respective subjects in their general track classrooms. Two graduate students in speech-language pathology administered the Test of Pragmatic Language to each of the subjects.
520 $a The Pearson product-moment correlation was utilized to establish whether there was a linear relationship between any one of the eight sections on the Adolescent Pragmatic Skills Assessment and the Test of Pragmatic Language. The Pearson correlation was also utilized to establish if there was a linear relationship between the subjects' total scores on the Adolescent Pragmatic Skills Assessment and their total raw scores on the Test of Pragmatic Language.
520 $a Results of the research indicate that no significant relationships were established between the Adolescent Pragmatic Skills Assessment and the Test of Pragmatic Language. Although significance was not found, anecdotal teacher feedback concerning the Adolescent Pragmatic Skills Assessment was informative.
590 $a School code: 0126.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
650 4 $a Psychology, Social. $3 529430
650 4 $a Speech Communication. $3 1017408
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773 0 $t Masters Abstracts International $g 34-03.
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791 $a M.A.
792 $a 1995
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