- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 1 to 10 of 78 (0.149 seconds)| 1 |
Facial expression and redundancy in American sign languageMayberry, Rachel I. January 1979 (has links)
Note:
|
| 2 |
Motor potentials of stutterers and non-stutterers during speechShenker, Rosalee Comer. January 1979 (has links)
Note:
|
| 3 |
Developmental speech and language disability : epidemiology and clinical effectivenessBroomfield, Jan January 2002 (has links)
No description available.
|
| 4 |
Discrimination of stop consonants by severely hearing-impaired children.Bennett, Clinton W. January 1974 (has links)
No description available.
|
| 5 |
Auditory discrimination of coded speech by deaf children.Ling, Daniel. January 1969 (has links)
No description available.
|
| 6 |
The importance of the first two formants in the perception of consonants.Smith, Andrée D. January 1975 (has links)
No description available.
|
| 7 |
Changes of connotative and denotative meaning associated with aphasia.Dudley, John G. January 1975 (has links)
No description available.
|
| 8 |
A developmental study of children's ability to acquire knowledge of spelling patterns.Schwartz, Sybil. January 1976 (has links)
No description available.
|
| 9 |
Temporal masking of speech.Charan, Kirti K. January 1971 (has links)
No description available.
|
| 10 |
Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down SyndromeDavis, Tonia Nicole 02 April 2014 (has links)
Children with Down syndrome (DS) display language deficits in expressive and receptive skills beyond what is predicted by nonlingusitic cognitive skills. Clinically, a ubiquitous presumption is that vocabulary taught in one modality will generalize incidentally to the other, untreated modality. Five children with DS (four male, one female, ages 3;6-5;1) were each taught three orthogonal sets of receptive and expressive vocabulary within a multiple probe single subject design. During each probe condition, vocabulary knowledge for trained and untrained modalities was probed. Cross modal generalization probes for all five children indicated moderate transfer from expressive modality to receptive and relatively low receptive generalization to the expressive modality. These results support expressive vocabulary interventions for children with DS provided that clinicians systematically test for generalization to receptive knowledge. Conversely, receptive vocabulary training is much less likely to generalize across modality
|
Page generated in 0.1647 seconds