Browsing by Subject "Children -- Language"
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Item A comparative analysis of written language from auditorally and visually presented stimuli(Texas Tech University, 1969-08) Calhoun, Janna KayNot availableItem A comparison of the performance of non-verbal and normal, verbal children on a battery of verbal and non-verbal tests(Texas Tech University, 1966-08) Christie, Judith ShulerNot availableItem A process-oriented approach in the evaluation of mother-infant literacy interactions(Texas Tech University, 1999-12) Moreau, Aimee R.This study takes a process oriented approach to the evaluation of a clinic-based early literacy intervention program aimed at mothers and their infants. Twenty intervention and eighteen control Mexican-American or Hispanic mother-infant dyads were observed in their homes while engaging in a book sharing interaction. In order to assess the effectiveness of the intervention program, mothers were rated on their use of scaffolding techniques measured by a narration subscale, engagement techniques measured by an interactive reading style subscale, and the affective or emotional tone of both mother and baby measured by affective behavior subscales. It was expected that mothers who had participated in the intervention would score significantly higher on all subscales due to exposure to volunteer readers, literacy information from their physician, and baby book gifts provided at each of several well-checks. The study found that scores of intervention and non-intervention mothers were not significantly different on the narration or affective subscales. Similarly, there were no differences between the two groups in terms of positive or negative baby affect. However, differences were found between the two groups in terms of their interactive reading styles. Mothers who had been exposed to the intervention demonstrated significantiy more behaviors indicative of an interactive, engaging reading style. Because the subjects who participated in the study were exclusively of Mexican-American or Hispanic descent, results are discussed in terms of how cultural beliefs about reading with babies, education, and the parent's role in children's literacy may impact a person's receptiveness to literacy intervention programs.Item An experimental test of speech discrimination for children(Texas Tech University, 1966-05) Melcher, Joe AmosNot availableItem An investigation of the phonological systems of monolingual and bilingual children(Texas Tech University, 1978-08) Harwood, LindaNot availableItem An investigation of the relationship between types of functional articulation errors and language abilities(Texas Tech University, 1971-08) Dunn, CarlaNot availableItem An investigation of the use of jargon as a method of verbal symbolic communication by the child with delayed speech(Texas Tech University, 1967-08) Antrobus, Sarah AnnNot availableItem Analysis of tests used in evaluating children with delayed speech(Texas Tech University, 1966-05) O'Neal, JaniceNOT AVAILABLEItem Item Imitative and spontaneous articulatory assessment of three and three-and-a-half year old children.(Texas Tech University, 1974-08) Bumpas, Terri CummingsNot availableItem Language Performance of Mexican-American and Anglo Children on the Illinois Test of Psycholinguistic Abilities(Texas Tech University, 1971-08) Turriff, Patricia LNot Available.Item Lexicalization and sound development(Texas Tech University, 1980-05) Trim, Susan ElayneNot availableItem Manifestations of bidirectionality in the father-child relationship: connections to children's language and development(Texas Tech University, 2003-05) Cremeens, Penny ReneLanguage is a bidirectional phenomenon that is established within parent-child relationships, influenced by both parent and child, as well as by characteristics of parent-child interactions and the parent-child relationship. Although relations between mother-child interactions and language have been examined, less is known about father-child interactions and language outcomes. This study examines how family income, father personality, child temperament, father-child interaction patterns, father-child attachment, and early child language combine to influence language development across time. It was predicted that child agency, indexed by early language abilities, would influence child language outcomes as posited by Bloom and Tinker's (2001) intentionality model of language development. Findings indicate that child language measures at 15 months predict receptive language development at 36 months. Additionally, child compliance to father initiations and father-child mutual compliance predicted receptive language at 36 months. More distal factors, father personality and father-child attachment, also predicted child receptive language at 36 months. No predictors significantly influenced child expressive language at 36 months. Further, most language measures were significantly correlated between 15 and 24 months, and between 24 and 36 months, but not between 15 and 36 months. Future research should continue to identify variations in the trajectory of language development based on child, father, father-child interaction, and father-child relationship characteristics.Item Mothers' Conversations With Two-Year-Olds: Analysis of Discourse and Function(Texas Tech University, 1978-05) Lange, Gail ThompsonNot Available.Item Otitis media: a prevalence study of non-reservation Indians in Oklahoma(Texas Tech University, 1980-05) Keel, Franklin DaleNot availableItem Sequencing ability as related to nonverbal language ability(Texas Tech University, 1969-05) Eastham, Penelope Johnsen.Item Standardization of the Watts Articulation Test of Screening on Anglo Children(Texas Tech University, 1973-05) Hale, Yvonne MarieNot Available.Item The acquisition of distinctive features by Spanish-speaking Mexican-American children four to eight years of age(Texas Tech University, 1979-05) Green, Jamie MorganNot availableItem The acquisition of English morphology: phonological, syntactic and semantic variation(Texas Tech University, 1980-05) Johnson, Pamela ElaineNot availableItem The articulatory proficiency of four and four-and-a-half-year-old children(Texas Tech University, 1973-12) Aduddell, Nancy HallNot available