國立虎尾科技大學 |

Alternating Treatments for Idiom Interpretation by Children with Specific Language Impairments.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Alternating Treatments for Idiom Interpretation by Children with Specific Language Impairments./
Author:	Kaye, Monique S.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
Subject:	Speech therapy. -
Online resource:	click for full text (PQDT)
ISBN:	9780355936575

Alternating Treatments for Idiom Interpretation by Children with Specific Language Impairments.
Kaye, Monique S.

Alternating Treatments for Idiom Interpretation by Children with Specific Language Impairments. - 1 online resource (146 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--Seton Hall University, 2018.

Includes bibliographical references

Purpose: The aim of this study was to examine the effect of two idiom interventions by students with Specific Language Impairment (SLI). Idioms are linguistic expressions that have figurative meanings other than their literal interpretation. There is a strong correlation between idiom interpretation and academic success (Nippold & Martin, 1989). Students are exposed to idioms in media, in school, literature, and in daily interactions with peers and adults (Nippold, Moran, & Schwarz, 2001).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355936575Subjects--Topical Terms:

715798
Speech therapy.
Index Terms--Genre/Form:

554714
Electronic books.

Alternating Treatments for Idiom Interpretation by Children with Specific Language Impairments.
LDR:03103ntm a2200373Ki 4500 001 920920
005 20181227095853.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355936575
035 $a (MiAaPQ)AAI10816922
035 $a (MiAaPQ)shu:10348
035 $a AAI10816922
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kaye, Monique S. $3 1195861
245 1 0 $a Alternating Treatments for Idiom Interpretation by Children with Specific Language Impairments.
264 0 $c 2018
300 $a 1 online resource (146 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
500 $a Adviser: Nina Capone Singleton.
502 $a Thesis (Ph.D.)--Seton Hall University, 2018.
504 $a Includes bibliographical references
520 $a Purpose: The aim of this study was to examine the effect of two idiom interventions by students with Specific Language Impairment (SLI). Idioms are linguistic expressions that have figurative meanings other than their literal interpretation. There is a strong correlation between idiom interpretation and academic success (Nippold & Martin, 1989). Students are exposed to idioms in media, in school, literature, and in daily interactions with peers and adults (Nippold, Moran, & Schwarz, 2001).
520 $a Method: Three school-aged students (n=3) with SLI ages 11;9--13;8 (mean age = 12;8) were provided a language intervention for idioms embedded in stories with pictures (n=10) and without pictures (n=10). All participants were tested and treated in their home environments. The Clinical Evaluation of Language Fundamentals Sentence Recall subtest, One Word Vocabulary Word Test, and Clinical Evaluation of Language Fundamentals Metalinguistic Figurative Language subtest were administered as well as Verbal Explanation Probes, Comprehension Probes, and Generalization Probes. A Single Subject Experimental Design (SSED) tracked performance. Visual analysis and PEM determined the participants' determined response to treatment.
520 $a Results: All participants were better able to explain, understand, and generalize idioms following intervention. However, participants responded to one or the other visual cue individually. Direct, explicit instruction improved the results of the participants.
520 $a Discussion: Idioms are a figurative language form that are frequent in academic and social contexts of children with SLI. Children with SLI potentially respond well when given repeated exposures to figurative language forms, and can take advantage of visual cues to disambiguate their meanings, map and retain their forms.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Speech therapy. $3 715798
650 4 $a Health sciences. $3 1179212
655 7 $a Electronic books. $2 local $3 554714
690 $a 0460
690 $a 0566
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Seton Hall University. $b Health and Medical Sciences. $3 1187404
773 0 $t Dissertation Abstracts International $g 79-09B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816922 $z click for full text (PQDT)