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dc.contributor.advisorBedore, Lisa M.en
dc.contributor.committeeMemberPena, Elizabeth D.en
dc.creatorLongo, Beata Korytkowskien 2011en
dc.description.abstractIn this thesis four children, between the ages of 6 and 7, identified as at risk for language or reading impairment, participated in a bilingual intervention. The bilingual literacy intervention included a grammatical component that incorporated past tense verb, noun phrase, and prepositional phrase instruction. The children completed a sentence repetition test (SRT), which allowed examiners to measure grammatical progress over the coarse of the intervention. Overall SRT results showed that moderate grammatical gains were made during the intervention. The study also provided data on the sensitivity of SRT in targeted grammatical areas. The results showed that the past tense verb and noun phrase portions of the SRT had low sensitivity to progress. These findings suggest that clinicians can use SRT to measure overall progress; however, supplemental tasks should be used to evaluate past tense verb and noun phrase abilities in English-dominant bilingual children with language or reading impairment.en
dc.subjectBilingual interventionen
dc.subjectGrammatical markeren
dc.subjectLanguage impairmenten
dc.subjectSpeech disordersen
dc.subjectSpeech-language pathologyen
dc.subjectReading impairmenten
dc.titleSentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairmenten
dc.description.departmentCommunication Sciences and Disordersen

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