서브메뉴
검색
Talking About There-and-Then: Parent Coaching on Decontextualized Language for Mandarin-English Bilingual Children with Developmental Language Disorder (DLD)
Talking About There-and-Then: Parent Coaching on Decontextualized Language for Mandarin-English Bilingual Children with Developmental Language Disorder (DLD)
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103626
- ISBN
- 9798288833793
- DDC
- 616.8
- 서명/저자
- Talking About There-and-Then: Parent Coaching on Decontextualized Language for Mandarin-English Bilingual Children with Developmental Language Disorder (DLD)
- 발행사항
- [Sl] : University of Washington, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 127 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: A.
- 주기사항
- Advisor: Pace, Amy.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2025.
- 초록/해제
- 요약Despite extensive research on language use difficulties in children with Developmental Language Disorder (DLD), substantial gaps exist in intervention evidence. This dissertation describes a parent coaching intervention exploring associations between parental language input and parent-child conversation turns in Mandarin-English bilingual preschoolers with DLD by increasing decontextualized input (narrative and explanation language) in daily routines. The "CHILD" parent coaching program was designed for 20 Mandarin-English bilingual children (typical development/TD=11; DLD=9; mean age = 4;11). Verbal interactions across reading, play, and snack activities were recorded and analyzed before and after coaching. TD children outperformed DLD children on baseline language measures in both languages. Post-coaching, both groups increased decontextualized input and conversation turns, though TD parents consistently used more sophisticated language. The CHILD program effectively supports both populations, demonstrating that bilingual children with DLD benefit from sophisticated language input when appropriately supported, and establishing the feasibility of remote parent coaching.
- 일반주제명
- Speech therapy
- 일반주제명
- Language
- 일반주제명
- Communication
- 기타저자
- University of Washington Speech and Hearing Sciences
- 기본자료저록
- Dissertations Abstracts International. 87-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017357980
■00520260202103626
■006m o d
■007cr#unu||||||||
■020 ▼a9798288833793
■035 ▼a(MiAaPQ)AAI32046416
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a616.8
■1001 ▼aGuo, Laura Xiaoqian.
■24510▼aTalking About There-and-Then: Parent Coaching on Decontextualized Language for Mandarin-English Bilingual Children with Developmental Language Disorder (DLD)
■260 ▼a[Sl]▼bUniversity of Washington▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a127 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: A.
■500 ▼aAdvisor: Pace, Amy.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2025.
■520 ▼aDespite extensive research on language use difficulties in children with Developmental Language Disorder (DLD), substantial gaps exist in intervention evidence. This dissertation describes a parent coaching intervention exploring associations between parental language input and parent-child conversation turns in Mandarin-English bilingual preschoolers with DLD by increasing decontextualized input (narrative and explanation language) in daily routines. The "CHILD" parent coaching program was designed for 20 Mandarin-English bilingual children (typical development/TD=11; DLD=9; mean age = 4;11). Verbal interactions across reading, play, and snack activities were recorded and analyzed before and after coaching. TD children outperformed DLD children on baseline language measures in both languages. Post-coaching, both groups increased decontextualized input and conversation turns, though TD parents consistently used more sophisticated language. The CHILD program effectively supports both populations, demonstrating that bilingual children with DLD benefit from sophisticated language input when appropriately supported, and establishing the feasibility of remote parent coaching.
■590 ▼aSchool code: 0250.
■650 4▼aSpeech therapy
■650 4▼aLanguage
■650 4▼aIndividual & family studies
■650 4▼aCommunication
■653 ▼aDevelopmental Language Disorder
■653 ▼aParent coaching intervention
■653 ▼aDecontextualized input
■653 ▼aVerbal interactions
■653 ▼aBilingual children
■690 ▼a0460
■690 ▼a0679
■690 ▼a0459
■690 ▼a0628
■71020▼aUniversity of Washington▼bSpeech and Hearing Sciences.
■7730 ▼tDissertations Abstracts International▼g87-01A.
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357980▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
