Thesis (doctoral)--Freie Universität Berlin. / Includes bibliographical references (p. 347-373) and index.

Thesis (M.A.I.S.)--Marylhurst University, 2007. / Printout. Includes bibliographical references (leaves 84-88). Also issued online.

Thesis (doctoral)--Universität Kiel, 1969. / Vita. Includes bibliographical references (p. 233-246).

Thesis (Ph. D)--New York University, 1989. / Description based on print version record. Includes bibliographical references (p. 393-401).

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 292-309).

This study investigated the leisure reading of British Columbia grade 6 anglophone French immersion students, attempting to find out their genre preferences, their language preferences, the amounts they read, and whether there were significant differences between the reading of the boys and the girls. It further sought to determine whether there were any relationships between the children's reading and teacher, teacher-librarian and public librarian activities, or the French language materials to which the children had access. Data were collected by means of four questionnaires—to grade 6 immersion students, to grade 6 language arts teachers (English and French), to teacher-librarians in immersion schools, and to public librarians in communities with immersion schools. Statistical analyses were made of: circumstances reported by the teachers, teacher-librarians, and public librarians by isolating the replies of the children in the corresponding classes. This researcher found that: children preferred to read in English; genre preferences varied widely from child to child, and were different between boys and girls; very few activities of teachers, teacher-librarians or public librarians could be related to the volume of children's reading; and very few circumstances of the school library collections could be related to the volume of children's reading. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

This dissertation comprised three studies investigating early language and reading development of children with hearing loss who used listening and spoken language. The first study examined conversation techniques used by parents during dinnertimes at home with their preschool children with hearing loss (N = 37). Twenty-minute dinnertime segments were extracted from daylong, naturalistic Language ENvironment Analysis (LENA) recordings. Transcripts were coded for parents’ use of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit instruction in vocabulary and grammar. Participants’ receptive vocabulary and knowledge of basic concepts were also measured. Parents’ use of conversation techniques varied widely, with closed-ended elicitations and directives used most frequently during dinner. Open-ended language elicitation related significantly to children’s receptive vocabulary, and explicit vocabulary instruction was correlated with basic-concepts skills. Thematic analysis found common themes of concrete conversation topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. The second study investigated the longitudinal complexity and quantity of the language input and output of 14 preschool children with hearing loss. Participants’ receptive vocabulary and understanding of basic concepts were measured and daylong recordings were collected at two time points one year apart. Twenty-minute dinnertime segments were extracted from each recording, and adults’ and children’s utterances were coded for syntactic and clausal complexity and lexical diversity. The quantity and complexity of parental language input remained consistent over one year. The initial clausal complexity of the children’s utterances related to their general receptive vocabulary, while the initial syntactic complexity of the children’s utterances related to their understanding of basic concepts one year later. The third study explored the reading skills achieved by 64 children with hearing loss in prekindergarten through third grade. Participants’ mean scores on eight reading subtests of the Woodcock-Johnson IV Tests of Achievement were all within one standard deviation of the tests’ normative means. Relative strengths were found in basic reading skills, including phonological awareness and spelling. Relative weaknesses were found in oral reading and word- and sentence-reading fluency. When 53 participants’ skills were measured one year later, they had made significant gains in letter-word identification, sentence-reading fluency, and word-reading fluency, suggesting that they had made more than one year’s progress in one year’s time while enrolled in a specialized program.

"The purpose of this paper is to develop a list of printed books on China, in the fields of fiction and non-fiction, suitable for use with junior and senior high school students. Since the writer of this paper is a Chinese girl who has appreciated the opportunity to live and study in America for the past six years, she is especially interested in suggesting adequate materials for use in America in motivating a better understanding of China. The compilation of such a bibliography has been undertaken as a step in achieving the good will and better understanding of English-speaking peoples in relation to China. As a result of discussion with Mrs. Sara K. Srygley, formerly Consultant in Library Service, Florida State Department of Education, and an examination of an available bibliography of books for high school libraries, it has been ascertained that there is a need for such a list"--Introduction. / "June, 1953." / At head of title: Florida State University. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sara K. Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 42-45).

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