Dil Edinimi ve Öğreniminde Güçlükler
Özet
Referanslar
Acha, J., Agirregoikoa, A., Barreto-Zarza, F., & Arranz-Freijo, E. (2022). Cognitive predictors of language abilities in primary school children: A cascaded developmental view. Journal of Child Language, 1–20. https://doi.org/10.1017/S0305000921000908
Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. https://doi.org/10.1177/0271121408318799
Baxendale, J., Lockton, E., Adams, C., & Gaile, J. (2013). Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment. International Journal of Language & Communication Disorders, 48(1), 41–53. https://doi.org/10.1111/j.1460-6984.2012.00202.x
Bialystok, E. (2007). Language acquisition and bilingualism: Consequences for a multilingual society. Applied Psycholinguistics, 28, 393–397. https://doi.org/10.1017/S0142716407070208
Booton, S., Hodgkiss, A., & Murphy, V. (2021). The impact of mobile application features on children’s language and literacy learning: A systematic review. Computer Assisted Language Learning, 36, 400–429. https://doi.org/10.1080/09588221.2021.1930057
Braslauskienė, R., Turauskienė, E., & Jacynė, R. (2024). The potential of digital tools for developing pre-school children’s language skills: Teachers’ experiences. Regional Formation and Development Studies, 42(1). https://doi.org/10.15181/rfds.v42i1.2607
Bulté, B., Housen, A., & Pallotti, G. (2024). Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview. Language Learning. https://doi.org/10.1111/lang.12669
CAST (2018). Universal design for learning version 2.2. Retrieved from https://udlguidelines.cast.org/
Canut, E., Masson, C., & Husianycia, M. (2022). Impact of language-training programs on French educators’ interactions and child syntax development. Language and Education, 37(2), 131–150. https://doi.org/10.1080/09500782.2022.2127323
Chomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris Publications.
Cleave, P. L., Girolametto, L., Chen, X., & Johnson, C. J. (2010). Narrative structure and development in children with specific language impairment and typically developing peers. Clinical Linguistics & Phonetics, 24(7), 513–528. https://doi.org/10.3109/02699200903581060
Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162–172. https://doi.org/10.1177/0741932510381651
Crowe, L. M., Lowe, K., & Ball, J. (2021). Early intervention, individualised learning and children with developmental language disorder: Current practice in Australian early childhood settings. Journal of Speech, Language, and Hearing Research, 64(11), 4450–4466. https://doi.org/10.1044/2021_JSLHR-20-00691
De La Vall, R., & Araya, F. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(1). https://doi.org/10.18535/ijsshi/v10i01.02
Del Tufo, S. N., & Earle, F. S. (2020). Skill profiles of college students with a history of developmental language disorder and developmental dyslexia. Journal of Learning Disabilities, 53(3), 228–240. https://doi.org/10.1177/0022219420904348
Deniz, E., Francis, G., Torgerson, C., & Toseeb, U. (2024). Parent-mediated play-based interventions to improve social communication and language skills of preschool autistic children: A systematic review and meta-analysis. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00463-0
Döpke, S. (1998). Competing language structures: The acquisition of verb placement by bilingual German-English children. Journal of Child Language, 25(3), 555–584. https://doi.org/10.1017/S0305000998003584
Ellis, R. (2006). Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431–463. https://doi.org/10.1093/applin/aml022
Everaert, J., Poorthuis, M., van den Dungen, R., & van den Heuvel, M. (2023). Nonverbal executive functioning in relation to vocabulary and morphosyntax in preschool children with developmental language disorder. Journal of Communication Disorders, 101, 106327. https://doi.org/10.1016/j.jcomdis.2023.106327
Feil, E., Baggett, K., Davis, B., Landry, S., Sheeber, L., Leve, C., & Johnson, U. (2020). Randomized control trial of an internet-based parenting intervention for mothers of infants. Early Childhood Research Quarterly, 50, 36–44. https://doi.org/10.1016/j.ecresq.2018.11.003
Filipe, M., Veloso, A., & Frota, S. (2023). Executive functions and language skills in preschool children: The unique contribution of verbal working memory and cognitive flexibility. Brain Sciences, 13. https://doi.org/10.3390/brainsci13030470
Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2012). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, 54(3), 280–290. https://doi.org/10.1111/jcpp.12010
Fromkin, V. (1983). An introduction to language (4th ed.). Holt, Rinehart and Winston.
Gallagher, A., Murphy, C., Conway, P., & Perry, A. (2019). Consequential differences in perspectives and practices concerning children with developmental language disorders: An integrative review. International Journal of Language & Communication Disorders, 54(4), 529–552. https://doi.org/10.1111/1460-6984.12469
Getman, Y., Phan, N., Al-Ghezi, R., Voskoboinik, E., Singh, M., Grósz, T., Kurimo, M., Salvi, G., Svendsen, T., Strömbergsson, S., Smolander, A., & Ylinen, S. (2023). Developing an AI-Assisted low-resource spoken language learning app for children. IEEE Access, 11, 86025–86037. https://doi.org/10.1109/ACCESS.2023.3304274
Gibbard, D., Roulstone, S., Shadrack, N., Morgan, L., Harding, S., Smith, C., & Markham, C. (2024). A randomised controlled trial of the effectiveness of parent-based models of language intervention for 2- to 3-year-old children with speech, language and communication needs (SLCN) in areas of social disadvantage. International Journal of Language & Communication Disorders. https://doi.org/10.1111/1460-6984.13016
Girolametto, L., & Weitzman, E. (2002). Responsiveness of Child Care Providers in Interactions With Toddlers and Preschoolers. Language, speech, and hearing services in schools, 33(4), 268–281. https://doi.org/10.1044/0161-1461(2002/022)
Glover, A., McCormack, J., & Smith-Tamaray, M. (2015). Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs. Child Language Teaching and Therapy, 31(3), 363–382. https://doi.org/10.1177/0265659015603779
Hampton, L. H., Stern, Y., & Rodriguez, E. (2022). Building effective partnerships with parents to support language development in young children. Intervention in School and Clinic, 58(3), 183–189. https://doi.org/10.1177/10534512221081260
Hao, J., & Chondrogianni, V. (2021). Comprehension and production of non-canonical word orders in Mandarin-speaking child heritage speakers. Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.20096.hao
Heidlage, J. K., Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (2020). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50, 6–23. https://doi.org/10.1016/j.ecresq.2018.12.006
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88. https://doi.org/10.1016/j.dr.2005.11.002
Hoff, E., & Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal of Communication Disorders, 38(4), 271–278. https://doi.org/10.1016/j.jcomdis.2005.02.003
Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30–60. https://doi.org/10.1006/jecp.1999.2553
Kaderavek, J. N. (2015). Language disorders in children: Fundamental concepts of assessment and intervention (2nd ed.). Pearson Education.
Kane, C., Sandilos, L. E., Hammer, C. S., Komaroff, E., Bitetti, D., & López, L. M. (2023). Teacher language quality in preschool classrooms: Examining associations with DLLs’ oral language skills. Early Childhood Research Quarterly, 62, 234–248. https://doi.org/10.1016/j.ecresq.2023.01.006
Karmiloff, K., & Karmiloff-Smith, A. (2001). Pathways to language: From fetus to adolescent. Harvard University Press.
Katsos, N., Roqueta, C. A., Estevan, R. A., & Cummins, C. (2011). Are children with Specific Language Impairment competent with the pragmatics and logic of quantification? Cognition, 119(1), 43–57. https://doi.org/10.1016/j.cognition.2010.12.004
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Referanslar
Acha, J., Agirregoikoa, A., Barreto-Zarza, F., & Arranz-Freijo, E. (2022). Cognitive predictors of language abilities in primary school children: A cascaded developmental view. Journal of Child Language, 1–20. https://doi.org/10.1017/S0305000921000908
Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109-125. https://doi.org/10.1177/0271121408318799
Baxendale, J., Lockton, E., Adams, C., & Gaile, J. (2013). Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment. International Journal of Language & Communication Disorders, 48(1), 41–53. https://doi.org/10.1111/j.1460-6984.2012.00202.x
Bialystok, E. (2007). Language acquisition and bilingualism: Consequences for a multilingual society. Applied Psycholinguistics, 28, 393–397. https://doi.org/10.1017/S0142716407070208
Booton, S., Hodgkiss, A., & Murphy, V. (2021). The impact of mobile application features on children’s language and literacy learning: A systematic review. Computer Assisted Language Learning, 36, 400–429. https://doi.org/10.1080/09588221.2021.1930057
Braslauskienė, R., Turauskienė, E., & Jacynė, R. (2024). The potential of digital tools for developing pre-school children’s language skills: Teachers’ experiences. Regional Formation and Development Studies, 42(1). https://doi.org/10.15181/rfds.v42i1.2607
Bulté, B., Housen, A., & Pallotti, G. (2024). Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview. Language Learning. https://doi.org/10.1111/lang.12669
CAST (2018). Universal design for learning version 2.2. Retrieved from https://udlguidelines.cast.org/
Canut, E., Masson, C., & Husianycia, M. (2022). Impact of language-training programs on French educators’ interactions and child syntax development. Language and Education, 37(2), 131–150. https://doi.org/10.1080/09500782.2022.2127323
Chomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris Publications.
Cleave, P. L., Girolametto, L., Chen, X., & Johnson, C. J. (2010). Narrative structure and development in children with specific language impairment and typically developing peers. Clinical Linguistics & Phonetics, 24(7), 513–528. https://doi.org/10.3109/02699200903581060
Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162–172. https://doi.org/10.1177/0741932510381651
Crowe, L. M., Lowe, K., & Ball, J. (2021). Early intervention, individualised learning and children with developmental language disorder: Current practice in Australian early childhood settings. Journal of Speech, Language, and Hearing Research, 64(11), 4450–4466. https://doi.org/10.1044/2021_JSLHR-20-00691
De La Vall, R., & Araya, F. (2023). Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(1). https://doi.org/10.18535/ijsshi/v10i01.02
Del Tufo, S. N., & Earle, F. S. (2020). Skill profiles of college students with a history of developmental language disorder and developmental dyslexia. Journal of Learning Disabilities, 53(3), 228–240. https://doi.org/10.1177/0022219420904348
Deniz, E., Francis, G., Torgerson, C., & Toseeb, U. (2024). Parent-mediated play-based interventions to improve social communication and language skills of preschool autistic children: A systematic review and meta-analysis. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00463-0
Döpke, S. (1998). Competing language structures: The acquisition of verb placement by bilingual German-English children. Journal of Child Language, 25(3), 555–584. https://doi.org/10.1017/S0305000998003584
Ellis, R. (2006). Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431–463. https://doi.org/10.1093/applin/aml022
Everaert, J., Poorthuis, M., van den Dungen, R., & van den Heuvel, M. (2023). Nonverbal executive functioning in relation to vocabulary and morphosyntax in preschool children with developmental language disorder. Journal of Communication Disorders, 101, 106327. https://doi.org/10.1016/j.jcomdis.2023.106327
Feil, E., Baggett, K., Davis, B., Landry, S., Sheeber, L., Leve, C., & Johnson, U. (2020). Randomized control trial of an internet-based parenting intervention for mothers of infants. Early Childhood Research Quarterly, 50, 36–44. https://doi.org/10.1016/j.ecresq.2018.11.003
Filipe, M., Veloso, A., & Frota, S. (2023). Executive functions and language skills in preschool children: The unique contribution of verbal working memory and cognitive flexibility. Brain Sciences, 13. https://doi.org/10.3390/brainsci13030470
Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2012). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, 54(3), 280–290. https://doi.org/10.1111/jcpp.12010
Fromkin, V. (1983). An introduction to language (4th ed.). Holt, Rinehart and Winston.
Gallagher, A., Murphy, C., Conway, P., & Perry, A. (2019). Consequential differences in perspectives and practices concerning children with developmental language disorders: An integrative review. International Journal of Language & Communication Disorders, 54(4), 529–552. https://doi.org/10.1111/1460-6984.12469
Getman, Y., Phan, N., Al-Ghezi, R., Voskoboinik, E., Singh, M., Grósz, T., Kurimo, M., Salvi, G., Svendsen, T., Strömbergsson, S., Smolander, A., & Ylinen, S. (2023). Developing an AI-Assisted low-resource spoken language learning app for children. IEEE Access, 11, 86025–86037. https://doi.org/10.1109/ACCESS.2023.3304274
Gibbard, D., Roulstone, S., Shadrack, N., Morgan, L., Harding, S., Smith, C., & Markham, C. (2024). A randomised controlled trial of the effectiveness of parent-based models of language intervention for 2- to 3-year-old children with speech, language and communication needs (SLCN) in areas of social disadvantage. International Journal of Language & Communication Disorders. https://doi.org/10.1111/1460-6984.13016
Girolametto, L., & Weitzman, E. (2002). Responsiveness of Child Care Providers in Interactions With Toddlers and Preschoolers. Language, speech, and hearing services in schools, 33(4), 268–281. https://doi.org/10.1044/0161-1461(2002/022)
Glover, A., McCormack, J., & Smith-Tamaray, M. (2015). Collaboration between teachers and speech and language therapists: Services for primary school children with speech, language and communication needs. Child Language Teaching and Therapy, 31(3), 363–382. https://doi.org/10.1177/0265659015603779
Hampton, L. H., Stern, Y., & Rodriguez, E. (2022). Building effective partnerships with parents to support language development in young children. Intervention in School and Clinic, 58(3), 183–189. https://doi.org/10.1177/10534512221081260
Hao, J., & Chondrogianni, V. (2021). Comprehension and production of non-canonical word orders in Mandarin-speaking child heritage speakers. Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.20096.hao
Heidlage, J. K., Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (2020). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50, 6–23. https://doi.org/10.1016/j.ecresq.2018.12.006
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55–88. https://doi.org/10.1016/j.dr.2005.11.002
Hoff, E., & Tian, C. (2005). Socioeconomic status and cultural influences on language. Journal of Communication Disorders, 38(4), 271–278. https://doi.org/10.1016/j.jcomdis.2005.02.003
Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30–60. https://doi.org/10.1006/jecp.1999.2553
Kaderavek, J. N. (2015). Language disorders in children: Fundamental concepts of assessment and intervention (2nd ed.). Pearson Education.
Kane, C., Sandilos, L. E., Hammer, C. S., Komaroff, E., Bitetti, D., & López, L. M. (2023). Teacher language quality in preschool classrooms: Examining associations with DLLs’ oral language skills. Early Childhood Research Quarterly, 62, 234–248. https://doi.org/10.1016/j.ecresq.2023.01.006
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