Show simple item record

dc.contributor.authorHarriss, Raney
dc.date.accessioned2023-06-08T21:57:11Z
dc.date.available2023-06-08T21:57:11Z
dc.date.issued2023-05-19
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/59399
dc.description.abstractThis study will analyze data from a previous study that investigated the use of a parent training to promote vocabulary in DLLs at risk of DLD. The previous study collected data from six Spanish-speaking caregivers (mothers) from a bilingual (Spanish and English) early intervention program for children with DLD from northern Texas. Mothers had one child (3 and 5 years old) and did not participate before in a language training. Children were identified by the school therapists of being at risk of DLD since they were presenting with a language delay based on their initial language evaluation. For confidentiality all participants received a code (P1, P2, P3, P4, P5, and P6). The purpose of this research is to examine the functional relation between an app-based parent training and parent's use of the "questioning" strategy during shared book reading with children at risk of DLD.
dc.titleThe Effect of a Questioning Training App to Teach Spanish Questions to Mothers of Dual Language Learners at Risk of Developmental Language Disorder
etd.degree.departmentCommunication Sciences and Disorders


Files in this item

Thumbnail
This item appears in the following Collection(s)

Show simple item record