Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Monolingualism | 3 |
| Phonemes | 3 |
| Phonology | 3 |
| Bilingualism | 2 |
| Language Acquisition | 2 |
| Preschool Children | 2 |
| Accuracy | 1 |
| Cantonese | 1 |
| Case Studies | 1 |
| Comparative Analysis | 1 |
| Control Groups | 1 |
| More ▼ | |
Author
| Dodd, Barbara | 3 |
| Camilleri, Bernard | 1 |
| Eadie, Patricia | 1 |
| Hasson, Natalie | 1 |
| Holm, Alison | 1 |
| Jones, Caroline | 1 |
| Rickard Liow, Susan | 1 |
| Smith, Jodie | 1 |
| Waring, Rebecca | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Preschool Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkWaring, Rebecca; Rickard Liow, Susan; Eadie, Patricia; Dodd, Barbara – Journal of Child Language, 2019
Emerging evidence suggests domain-general processes, including working memory, may contribute to reduced speech production skills in young children. This study compared the phonological short-term (pSTM) and phonological working memory (pWM) abilities of 50 monolingual English-speaking children between 3;6 and 5;11 with typical speech production…
Descriptors: Phonology, Short Term Memory, Speech Communication, Monolingualism
Hasson, Natalie; Camilleri, Bernard; Jones, Caroline; Smith, Jodie; Dodd, Barbara – Child Language Teaching and Therapy, 2013
The DAPPLE (Dynamic Assessment of Preschoolers' Proficiency in Learning English) is currently being developed in response to a clinical need. Children exposed to English as an additional language may be referred to speech and language therapy because their proficiency in English is not the same as their monolingual peers. Some, but not all, of…
Descriptors: Learning Problems, Speech Therapy, Phonology, Bilingualism
Peer reviewedHolm, Alison; Dodd, Barbara – Applied Psycholinguistics, 1999
Presents longitudinal case studies of the successive phonological acquisition of two Cantonese-English bilingual children, aged 2;3 to 3;1 years and 2;9 to 3; and 5 years. Children were assessed at four-week intervals. Phoneme-acquisition data and phonological process data revealed that both children had separate phonological systems for the two…
Descriptors: Bilingualism, Cantonese, Case Studies, English
