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Adventures in English Syntax

By Robert Freidin

Adventures in English Syntax "this book will enrich your understanding of English in ways that will make you a more effective user of the language."


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Modality Across Syntactic Categories

Edited by Ana Arregui, Maria Luisa Rivero, and Andres Salanova

Modality Across Syntactic Categories "Chapters in the book demonstrate that modality involves many more syntactic categories and levels of syntactic structure than traditionally assumed."



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Dissertation Information


Title: Bilingual Dialogic Book-Reading Intervention for Preschool Children with Slow Expressive Vocabulary Development: A feasibility study Add Dissertation
Author: Irina Dubinski Update Dissertation
Email: click here to access email
Institution: University of Toronto, Department of Linguistics
Completed in: 2010
Linguistic Subfield(s): Language Acquisition;
Subject Language(s): English
Spanish
Director(s): Nina Spada
Alice Eriks-Brophy
Luigi Girolametto
Xi Chen-Bumgartner

Abstract: The purpose of the study was to examine the feasibility of a dialogic
book-reading intervention for bilingual preschool children with expressive
vocabulary delays. The intervention was provided in English and Spanish
concurrently to an experimental group of six children, while six children
were in a delayed treatment control group. Dialogic book-reading has been
shown previously to be effective with monolingual children, and the current
study was the first to extend it to bilingual children. The children
participating in the study were 22 - 41 months-old and were recruited from
the waiting list of an agency providing speech-language services. The
intervention was provided in English in the children's homes by the primary
investigator and in Spanish by the children's mothers, who were trained in
the techniques of dialogic book-reading. Thirty fifteen-minute sessions in
each language using dialogic book-reading strategies were provided to each
child in the intervention group over six weeks. The study examined the
acquisition of ten target words selected for each child in English and
Spanish separately, in addition to overall increases in the children's
vocabularies. The children in the intervention group learned significantly
more target words in each language following the intervention than did the
children in the control group. The children in the intervention group were
also able to produce the acquired words at a delayed posttest six weeks
following the posttest. The intervention also led to an improvement in the
ability of the children in the intervention group to stay focused on
book-reading tasks. The gains in the overall vocabulary of the children in
the two groups did not differ significantly. The mothers' evaluations of
the intervention revealed their satisfaction with the approach. The mothers
were successful in learning dialogic book-reading strategies and stated
that they felt empowered to improve their child's vocabulary development.