Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment

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Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment

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dc.contributor.advisor Bedore, Lisa M.
dc.creator Longo, Beata Korytkowski
dc.date.accessioned 2011-06-17T19:36:08Z
dc.date.accessioned 2011-06-17T19:36:15Z
dc.date.available 2011-06-17T19:36:08Z
dc.date.available 2011-06-17T19:36:15Z
dc.date.created 2011-05
dc.date.issued 2011-06-17
dc.date.submitted May 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-05-3049
dc.description.abstract In 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.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Bilingual intervention
dc.subject Bilingualism
dc.subject Literacy
dc.subject Grammar
dc.subject Grammatical marker
dc.subject Language impairment
dc.subject Speech disorders
dc.subject Speech-language pathology
dc.subject Reading impairment
dc.title Sentence repetition as a tool to measure grammatical progress in English-dominant bilingual children with language and/or reading impairment
dc.date.updated 2011-06-17T19:36:15Z
dc.contributor.committeeMember Pena, Elizabeth D.
dc.description.department Communication Sciences and Disorders
dc.type.genre thesis
dc.type.material text
thesis.degree.department Communication Sciences and Disorders
thesis.degree.discipline Communication Sciences and Disorders
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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