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dc.contributor.advisorPen̋a, Elizabeth D.en
dc.creatorBaca, Jessica Annaen
dc.date.accessioned2011-06-17T20:13:14Zen
dc.date.accessioned2011-06-17T20:13:38Zen
dc.date.available2011-06-17T20:13:14Zen
dc.date.available2011-06-17T20:13:38Zen
dc.date.issued2011-05en
dc.date.submittedMay 2011en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2011-05-3111en
dc.descriptiontexten
dc.description.abstractThe current study investigated the effectiveness of a Literacy Based Intervention (LBI) on English Language Learners (ELLs) with Specific Language Impairment (SLI). Specifically this report focuses on the effects of LBI on vocabulary skills (e.g. naming and defining). Nineteen ELLs (ages 74 to 104 months) participated in the intervention study, which lasted eight weeks and consisted of 50-minute sessions, three times a week. The LBI focused on rich vocabulary instruction of words that were from storybook readings. Vocabulary naming and definition probes were used to assess vocabulary progress. Results revealed that vocabulary increases did not occur until the second half of the intervention (e.g. week six or seven). LBI shows promise to be successful for increasing vocabulary skills in ELLs with SLI.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectLiteracy based interventionen
dc.subjectBilingualismen
dc.subjectSpecific language impairmenten
dc.subjectSpeech-language pathologyen
dc.subjectSpeech disordersen
dc.subjectEnglish language learnersen
dc.subjectVocabularyen
dc.titleBilingual language literacy intervention : vocabulary naming and definitionsen
dc.date.updated2011-06-17T20:13:38Zen
dc.contributor.committeeMemberBedore, Lisaen
dc.description.departmentCommunication Sciences and Disordersen
dc.type.genrethesisen
thesis.degree.departmentCommunication Sciences and Disordersen
thesis.degree.disciplineCommunication Sciences and Disordersen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen


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